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the information formats and packages, all exploded. This was true
not just for data and information in text form, but for music,
videos, pictures and photos as well.
Finally, the ICTs became truly mobile, and became so small that
people could access their information, music, pictures, and
messages – virtually any audio/video resources- everywhere they
went and any time they wanted with the software necessary to use
the downloaded material and often with a set of different
applications to exploit their tremendously versatile potentials.
In sum, the information and communication choices people were
confronted with were far greater than ever before, and the need
for educating and training people so that they efficiently,
productively, and wisely could select the best and most
appropriate alternative(s) from the whole range of communication
and information handling alternatives became critical. Therefore,
the renaissance and “formalization” of the concept of Information
Literacy in the very late 20 th and very early 21 st Centuries can fairly
be attributed to a discipline confluence of Library and Information
Science and Technology, Computer Science and Technology,
Telecommunications, Communications, Information Management,
Knowledge Management, E-learning, Online Education, the
Information and Software Industry, the Internet, Search Engine
technologies, Media technologies, Mobile Device technologies,
and many other closely related and still-evolving disciplines, fields,
ideas, and theories.
Overview of Information Literacy Resources Worldwide |23