Information literacy

Information literacy is the ability to recognize an information need and find, evaluate, and use information effectively and responsibly.

Research question: A focused question that defines what an inquiry seeks to discover or explain. It turns a vague information need into a problem that can guide a search.
Information need: A gap between what someone knows and what is needed to answer a question or act. Recognizing this gap is the starting point of information-literacy practice.
Library instruction: Teaching that helps people locate, evaluate, and use library resources effectively. Libraries teach practical methods for carrying out information-literacy tasks.
Misinformation: False or inaccurate information, regardless of whether it is shared deceptively. Its spread demonstrates why accuracy and provenance must be checked.
Paul G. Zurkowski: An American information-industry leader who introduced the phrase “information literate” in 1974. His 1974 proposal helped establish information literacy as a named concept.
Information seeking: The process of identifying and locating information to meet a need. It is the active search stage between recognizing a need and assessing sources.
Information: Data or knowledge communicated through a medium and interpreted in context. Information literacy concerns how information is found, interpreted, and used.
News literacy: The ability to assess news reporting, its sources, evidence, and production context. It applies source evaluation to journalism and current-affairs claims.
Disinformation: False information deliberately created or shared to deceive or manipulate. Intentional deception makes source scrutiny and corroboration especially consequential.
Presidential Committee on Information Literacy: An American Library Association committee that issued a landmark information-literacy report in 1989. Its report gave the concept a widely cited educational definition and agenda.

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