by Angie Gerrard
Murray Library, University of Saskatchewan

I heart information literacy! I am lucky that information literacy is intertwined with my professional practice and research interests. Most recently a team of us developed a framework for information literacy instruction for undergraduate students here at the University of Saskatchewan. A milestone of this project was a presentation to the university’s teaching and learning committee of council where our work was graciously embraced by fellow colleagues who also share a passion for teaching and learning. An unexpected perk of this presentation was meeting a colleague, who is an instructional designer outside of the library, who was interested in digital literacy.

Digital literacy was something that I did not have much experience with, or at least I didn’t think I did. I wondered how digital literacy was related to other literacies. My brain had been in overdrive trying to keep up with the new and improved concept of information literacy (thanks to the new ACRL Framework) so I questioned whether there was room in my heart and head for yet another literacy. Turns-out …. yes, yes there was!

My backstory: I knew that information literacy was alive and well outside the walls of the library (yay) but to be honest, I really had no idea of the scope. So, a focus of my research has been to try and uncover faculty perceptions and practices of information literacy. What I have learned thus far is that yes faculty value information literacy but not necessarily by that name and not necessarily delivered by librarians. Interesting stuff, right!? My point is that maybe we as librarians need not worry so much about what we call information literacy and who is teaching it but instead, focus our energies on collaborating with those who share our same overarching goals, i.e. improved student success, critical thinking skills, lifelong learning, etc.

Which leads me back to digital literacy. When I first started this collaboration I admit that I was trying hard to figure-out the perfect match and alignment between information literacy and digital literacy. Was there a hierarchy? Was one a subset of the other? What came first, the chicken or the egg? And yes, we were able to find many commonalities and overlaps of these concepts (ex: critical evaluation of information, understanding how information is produced, ethical use of information, etc.). But perhaps more importantly, through this somewhat unknown process, I’ve come to realization that we as librarians don’t always need to be waving the information literacy flag when we meet with colleagues outside the library. We don’t own information literacy nor we should we appropriate others’ conceptualizations of what we deem to be ‘information literacy’. The beauty of the recent reconceptualization of information literacy is that it opens the door to much wider conversations around information, research, teaching, and scholarship. And I welcome this!

To date, my collaborator and I have taught a few sessions on information literacy and digital literacy, mostly to faculty, and we are now looking into the future. We are also at the stage where we are trying to figure out what to call this beast (‘digital information literacy’ is a bit of a mouthful so I welcome any and all suggestions). The point is that we are working together, each from our own context, trying to come to a common understanding and a way forward. And really, isn’t that the exciting part?

This article gives the views of the author(s) and not necessarily the views of the Centre for Evidence Based Library and Information Practice or the University Library, University of Saskatchewan.