ABSTRACT

Information literacy has been defined in many ways. Variations in these understandings originate from the different theoretical perspectives on information literacy, which influences subsequent research objective on information literacy. Despite the differences in definition, most researchers and experts agree that information literacy centres on problem-solving activities that involve critical thinking and the ability to use information in daily life. Many studies on information literacy, in the context of higher education, have regarded information literacy as an essential skill required to ensure the success of students in their studies. The skills include locating information, evaluating and selecting information, and using information ethically. The concept of information literacy, as a set of skills, is influenced by the behavioral aspect of information literacy. This perspective considers information literacy to be skills or attitudes that an individual must acquire. Another perspective that has been adopted by information literacy is the relational perspective. This is a view that emphasizes the relationship between people and information in different learning contexts. In specific, information literacy focuses on the different ways people relate to the information and interact with the information world. The outcome of research that employed this perspective illustrates how people experience information in their daily life. Hence, it benefits university libraries to improve the information services for their academic communities.

KEYWORDS

Information Literacy, Relational Perspective, Higher Education, Qualitative Research, Academic Libraries

Heriyanto* 
Faculty of Humanities
Diponegoro University
Semarang, Indonesia

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