Foreword
This book is a timely addition to the information literacy discourse, particularly at a time when multiple perspectives of information literacy, multiple approaches to examining and measuring these empirically, and multiple frameworks for information literacy instruction are emerging. For almost 40 years now, the concept and practice of information literacy has been part of the library and information science and educational fields. Its emergence and development indicate that it is a significant concept in academic and school libraries, as well as in a range of social and professional contexts, and advocated as foundation for contemporary education, workplace sustainability and social engagement.
The term information literacy was first ...
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