How Information Literacy Becomes Policy: An Analysis Using the Multiple Streams Framework

Weiner, Sharon

Permalink

https://hdl.handle.net/2142/31881 Copy

Description

Title

How Information Literacy Becomes Policy: An Analysis Using the Multiple Streams Framework

Author(s)

Weiner, Sharon

Issue Date

2011

Keyword(s)

Information literacy

Abstract

There is growing recognition that information literacy is a critical skill for educational and workplace success, engagement in lifelong learning, and civic participation. To be considered for allocations of financial and human resources, information literacy must become a policy priority for institutions and societies. Although there has been some progress in this area since 1974, when the term was coined, information literacy is not yet a priority for many organizations or governments. There is no published examination of factors that may influence the adoption of information literacy as a policy priority. This article explores aspects of the policy process from a U.S. perspective that can favor or impede the inclusion of information literacy on political agendas. It examines these questions through the multiple streams framework of policy processes. It proposes recommendations to help those who advocate for information literacy to effect policy changes. It identifies areas for research that would help information literacy policy advocates demonstrate need.

Publisher

Johns Hopkins University Press and the Graduate School of Library and Information Science. University of Illinois at Urbana-Champaign

ISSN

0024-2594

Type of Resource

text

Language

en

Permalink

http://hdl.handle.net/2142/31881

DOI

https://doi.org/10.1353/lib.2011.0037

Copyright and License Information

Copyright 2011 Board of Trustees of the University of Illinois.

Owning Collections