Chartered Institute of Library and Information Professionals in the UK, defines information literacy as "knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.

Information literacy is further defined as the ability to recognize when information is needed and to locate, evaluate, and use effectively the needed information (ALA, 1989). It involves using technology to access information t, understand the nature of information itself, its technical infrastructure and its social, cultural, and philosophical context and impact.

Information Literacy and Higher Education

Information literacy is important in Higher Education because:

• Studies have shown that students are entering college and university without fundamental research and information competence skills (for example, the ability to formulate a research question, then efficiently and effectively find, evaluate, synthesize, and ethically use information pertaining to that question).

• Students may have picked up the skills to send electronic mail, chat, and download music, but many have not learned how to effectively locate information; evaluate, synthesize, and integrate ideas; use information in original work or give proper credit for information used.

• Moreover, faculty want to see an improvement in the quality of student work, and students want to become more confident in their ability to complete assignments, carry out research projects, and become active, independent learners.

• Information literacy is required by accreditation organizations, expected by employers in the workplace for organizational success, and desired by society, which needs an informed citizenry that is capable of making well-reasoned and well-founded decisions.

• “Information literacy is an intellectual framework for identifying, finding, understanding, evaluating, and using information.

• Availability of a variety of new information resources and an evolving array of information technology and access structures, including computers, software applications, and databases, that supplement its print-based knowledge resources and present new complexities for teachers and learners.

• How to develop and utilize knowledge and skills and discipline, specific investigative methods to identify, access, retrieve, and apply relevant content is a challenge for the future of learning and teaching in SU

• The information-literate person knows where to find what is needed, knows how to validate the information and its source, and knows how to use and cite the information correctly,