Information Literacy in Postsecondary Education in the United Kingdom, the United States, Australia, and New Zealand

Abstract

This comparison seeks to determine if the three documents addressing information literacy skills and competence developed by professional library associations for postsecondary education in four predominantly English-speaking countries—the United Kingdom, the United States, Australia, and New Zealand—have similar or varying conceptions of information literacy. In a globalized society, postsecondary institutions not only prepare students to live and work within local, regional, or national contexts but also equip them to function in a global society. If conceptions of information literacy vary between countries, then graduates might not be well prepared to function successfully within this global society.