Information literacy affects learning, practice, and headship in the specialized field of schooling. Information literacy concentrates on the individual building up the literacy, along with the type of scheme or structure able to be established, which promotes enduring scholar learning. This paper analyzes how information literacy relates to each aspect of the scholarship, practice, and leadership model in Business. This will be done by addressing a number of elements such as what a leader would look like with no scholarly background, what a practitioner would look like with no leadership skills, what if scholars had minimal access to information literacy materials, and what am I doing that relates to information literacy, and how it connects to the SPL model.
A leader who does not have a scholarly background will not have the capacity of rising to higher positions. This is mostly true in areas of vocabulary and reading. Being able to read a variety of subjects and texts makes leaders consider themselves in the perspective of widespread knowledge, which is incredibly beneficial for anybody in a leadership position. Reading and understanding good literature enables leaders to have an understanding of the advantages of putting into practice the Table Stakes and making use of the Enabling Actions fully. Table Stakes refer to the lowest investment or technology point while Enabling Actions are the long-established business development and ground-breaking business meetings. This is mostly the case in biographies that talk about how lessons were learnt by great leaders of their history. In reading, just as it is in several areas, maintaining the intellectual independence of a person is an important requirement for leadership that is effective. Moreover, the amount of words an individual has within his or her lexis is an extraordinarily perfect predictor of a person’s station in life in a leadership position. There are several examples of exceptional leaders who either did not have the opportunity of having an education at all or managed to have little education. Nonetheless, these leaders made use of their urge to have knowledge by learning vocabulary, understanding people and reading books, which molded them into renowned leaders. Thus, a leader without a scholarly background will be the same as an individual without intellectual independence (Zabel, 2004).
Without any skills on leadership, a practitioner will be like a person who does not have skills in building of relationships and being of assistance to others in leading. A practitioner will not have communication skills, as they do not regard communicating with other employees as an important thing. Repeatedly, a practitioner will not be optimistic, and he or she will set targets that are low so that he or she will be seen as an over-achiever. The practitioner will not open up to challenges. The practitioner will repeatedly be vague in his or her dream of succeeding and is against being in collaboration with others. The practitioner will not offer a listening ear to others and will not relate to other people. He or she can freely share their pessimistic views concerning the project of a department or the whole company, as opposed to giving an emphasis on the positive features of a problem or a situation. A practitioner will not succeed in making expectations clear and will frustrate other employees hindering their capability of completing a task successfully. A practitioner will in addition bully employees and intimidate them, often threatening them with loss of their jobs if they do not finish their job in a manner that is satisfactory. Employees working with a practitioner who do not have skills in leadership will be publicly rebuked for the mistakes they commit and be subject to condemnation of their personality attributes (Badke, 2009).
If scholars’ access to materials on information literacy were minimal, they will not be in a position of determining the amount of the information required. Scholars will not be able to devise a research question efficiently founded on an information requirement. Scholars will be unable to access the required information efficiently and effectively since, they will not be focused and will not be clear on search strategy. This is because they will collect information that is not balanced, inferior, and irrelevant. Scholars will not be able to analyze information and sources of information critically because they will not be aware of the criteria that can be used in judging the quality of information. Scholars will be unable to make use of information efficiently in accomplishing a particular purpose. This is because they will be unaware of the information required to carry out research on a topic, and the kinds of data that could be of use in formulating an argument that is convincing. Scholars will, in addition not be in a position of understanding the social, legal and economic issues surrounding information use, and the right to use information legally and ethically. Scholars will not be aware of the correct citation format, and/or paraphrases and copies the ideas and information of other people without acknowledging the authors (Russell, 2009).
As regards information literacy, I am carrying out research on how librarians of business can make use of these competencies to refine and develop instruction programs. This consists of research on how librarians of business can come up with additional instruments of assessing whether graduating graduate and undergraduate students of business are in possession of these competencies on information literacy and if they have; to what extent they can be used in the place of work. The research is supposed to come up with a list of competencies as a beginning point for discussing and further developing, while putting into consideration the fact that competencies in information literacy can be changing. This activity relates to the SPL model as I am carrying out the research in a way that is inconsistent with the guidelines of academic standards that are acceptable. This reason makes information literacy a force that is influential and acts as a means of upholding integrity in academics under the model of Scholar Practitioner Leader (Turusheva, 2009). These guidelines consist of the determination of the extent and nature of the information required, efficiently accessing the information required, assessing information and sources of information critically and integrating information selected, making use of information effectively to achieve a particular purpose, and having an understanding of many of the social, legal and economic issues surrounding information use.
A leader who does not have a scholarly background will not have the capacity of rising to higher positions. Without any skills on leadership, a practitioner will be like a person who does not have skills in building of relationships and being of assistance to others in leading. If scholars’ access to materials on information literacy were minimal, they will not be in a position of determining the amount of the information required. As regards information literacy, I am carrying out research on how librarians of business can make use of these competencies to refine and develop instruction programs. This activity relates to the SPL model as I am carrying out the research in a way that is inconsistent with the guidelines of academic standards that are acceptable.
Badke, W. (2009). How We Failed the Net Generation. Langley: Trinity Western University.
Russell, P. (2009). Why Universities Need Information Literacy Now More than Ever. Victoria:University of Victoria.
Turusheva, L. (2009). Students’ Information Competence and its Importance for Life-Long Education. Problems of Education in the 21st Century , 1-9.
Zabel, D. (2004). A reaction to information literacy and higher education. Journal of Academic Librarianship, 30(1), 17-21.