In The Early 1970s First Used The Term Information Skills

Tracing the Elusive Origins of "Information Skills": A Deep Dive into the Early 1970s

The precise origin of the term "information skills" remains surprisingly elusive, despite its ubiquitous presence in contemporary education and library science. While pinpointing the very first usage is difficult, a deep dive into the literature of the early 1970s reveals a period of burgeoning interest in the skills required to navigate the increasingly complex information landscape of that era. This article explores the context surrounding the term's emergence, examining the intellectual currents, technological shifts, and societal changes that contributed to its development and eventual widespread adoption.

The Pre-Digital Landscape: Setting the Stage for "Information Skills"

Before delving into the 1970s, it's crucial to understand the information environment preceding it. The mid-20th century saw a dramatic expansion of information sources. The post-World War II era witnessed a surge in publishing, a proliferation of academic journals, and the growth of specialized libraries catering to diverse fields of study. However, accessing and effectively utilizing this information presented significant challenges. This wasn't simply a matter of volume; it was about navigating complex classification systems, understanding indexing methodologies, and possessing the critical thinking skills necessary to evaluate the credibility and relevance of sources.

The limitations of traditional library instruction: Traditional library instruction, often focused on cataloging and classification systems, failed to equip individuals with the broader range of skills needed to effectively research and utilize diverse information resources. The growing complexity of information meant that passive knowledge of library systems was no longer sufficient. A more proactive and strategic approach was required.

The Rise of Information Science and the "Information Explosion"

The 1960s and early 1970s witnessed the emergence of information science as a distinct discipline. This field sought to address the challenges of the so-called "information explosion," a term that encapsulated the rapid increase in the volume and complexity of information produced. Information scientists recognized the need for new methodologies, technologies, and, critically, new skills to manage and utilize this burgeoning information wealth.

Early conceptualizations of information literacy: While the precise term "information skills" may not have been consistently used, the underlying concepts were actively being developed. Researchers and educators grappled with questions about how to equip individuals with the skills to:

• Identify information needs: Defining a research question and understanding the scope of information required.
• Locate information resources: Effectively using libraries, indexes, and other reference tools.
• Evaluate information sources: Critically assessing the credibility, accuracy, and bias of information.
• Synthesize information: Combining information from multiple sources to create a coherent understanding.
• Communicate information: Effectively presenting findings in written or oral formats.

These elements, though not always explicitly termed "information skills," formed the bedrock of what would later be understood under that umbrella term.

The Technological Shift and its Impact

The early 1970s witnessed the beginning of a technological revolution that profoundly impacted access to and the utilization of information. While the personal computer was still nascent, the development of online databases and the expansion of telecommunications networks were significant developments. This new technological landscape further highlighted the need for skills beyond basic library navigation. Individuals now needed to understand how to interact with computerized systems, search databases effectively, and manage digital information.

The emergence of online searching: The nascent online search capabilities of the early 1970s were a key catalyst. While systems were clunky and far from user-friendly by today's standards, they offered a glimpse into a future where information retrieval could be greatly enhanced. The ability to search through vast databases required new skills and expertise, necessitating training and education that went beyond traditional library instruction.

Analyzing the Literature of the Early 1970s: A Search for the Term

Unfortunately, definitively tracing the first recorded use of "information skills" proves challenging. Academic databases and digital archives are not always comprehensive in capturing the nuances of language evolution. However, by examining publications from the early 1970s focusing on information science, library science, and education, we can observe the emergence of related terms and concepts that eventually coalesced into the widely used phrase.

Related terminology: Instead of "information skills," early literature might have used phrases like "information retrieval skills," "research skills," "library skills," or "critical reading skills." These terms, while not identical, capture aspects of the broader competency that would later be encompassed by "information skills."

The role of educational publications: Examining educational journals and publications targeted at teachers and librarians from the period is crucial. These resources likely reflected the growing awareness of the need for improved information handling skills among students. The development of educational curricula emphasizing research methodologies and critical evaluation would have naturally led to the development of the terminology that accurately reflected these competencies.

The Evolution and Solidification of "Information Skills"

By the late 1970s and into the 1980s, the term "information skills" gained wider acceptance. This was fueled by several factors:

• Increased accessibility of technology: The gradual improvement and wider availability of computers and online databases made the need for specialized training in information handling even more apparent.
• Growth of information science education: University programs dedicated to information science helped solidify the theoretical framework and terminology of the field, contributing to the standardization of the term "information skills."
• Development of educational curricula: School curricula began explicitly incorporating instruction in information skills, further cementing its use in the educational lexicon.

The Continued Relevance of Information Skills in the Digital Age

The term "information skills," while originating in the relatively nascent digital landscape of the early 1970s, remains highly relevant in today's information-saturated world. The core principles of identifying information needs, locating resources, evaluating sources, synthesizing information, and communicating findings remain fundamentally important, even as the specific tools and technologies have evolved dramatically.

Information literacy in the 21st century: The concept of information skills has evolved alongside technological advancements. Today, "information literacy" is often used as an encompassing term, but the underlying competencies remain remarkably consistent with those envisioned in the early 1970s. The challenge now lies not only in navigating the vast digital landscape but also in critically evaluating the credibility of online sources, combating misinformation, and understanding the ethical implications of information use.

Conclusion: A Legacy of Skill Development

While pinpointing the exact date and source of the term "information skills" remains elusive, the early 1970s represent a crucial period in its development. The intellectual currents, technological shifts, and societal changes of that era generated a need for a more comprehensive and strategic approach to information handling. The eventual emergence of the term "information skills" and its evolution into the broader concept of information literacy reflect a continuing societal need to equip individuals with the skills necessary to navigate the ever-evolving information landscape, a need as vital today as it was over five decades ago. The ongoing quest to define and refine these skills ensures the continued relevance and importance of the legacy established in those formative years.