Cambridge Information Literacy Network (CILN) 2020 is a very different event to the one envisaged prelockdown in February of this year, a face to face event held at the site where I work.
Image by Gerd Altmann from Pixabay
CILN began in 2018, their remit researching students’ learning outcomes, inductions and orientation, professional skills, and delivering online teaching and learning activities to support students in their transition to university.
Ruth Carlyle (Head of Library and Knowledge Services, HEE Midlands and East) gave an informative, timely and in part shocking presentation on “Information literacy in the age of Coronavirus: for health and for life’.
How many people working in the information sector know what “Information Literacy” means? According to CILIP – Information literacy is the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society. Whereas The Association of College & Research Libraries defines information literacy as a “set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning” and The American Library Association say this – “Information literacy is a set of abilities requiring individuals to ‘recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.'” All along the same lines but no agreed definition.
In the Topol Review in 2019, information literacy underpins digital literacy. Libraries across all sectors can contribute to upskill the general public and future health workforce.
Allied to information literacy skills is health literacy defined by The World Health Organisation as “Health literacy refers, broadly, to the ability of individuals to “gain access to, understand and use information in ways which promote and maintain good health”1 for themselves, their families and their communities. ”
Research has shown that 43% of adults in the UK cannot understand text-based health information. When figures are introduced the percentage increases to 61%. Cambridge is slightly below the average at 43%, as compared in Germany where 54% have limited health literacy and over 7% very good understanding. In practical terms this affects basic day to day living e.g. calculating pain relief for children or in these times of social distancing an understanding how what 2 metres mean, understanding hospital appointment letters or finding the X-ray department which is signposted as radiology.
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How can library staff help? – Partnering with public libraries and be active in nationwide campaigns such as Health Information Week, be a timetabled part of academic programmes, educate library staff, medical students, health workforce for example. Begin information literacy in schools perhaps? We live in such an information rich age now surely it is common sense to incorporate these essential life skills at the earliest opportunity. BBC Bitesize have a section on distinguishing fake from real news with articles, tips and quizzes.
Should we be thinking of better terms rather than the somewhat negative informative/health literacy? Some suggestions from attendees include – Information Fluency or Digital Fluency.
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As communicators we can check and take responsibility for ensuring others understand what we are attempting to convey, e.g. use the Talkback method to get attendees to share/repeat what you have said to demonstrate their understanding. We also need to be aware of the impact stress has plays in understanding information received and the effect of decision making – students at exam time, the ongoing effects of lockdown, being the recipient of bad news.
Being information and health literate is crucial to society even more so during the COVID-19 pandemic.
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Between The Lines 