The federal constitutional monarchy consists of thirteen states and three federal territories, separated by the South China Sea into two regions, Peninsular Malaysia and Borneo's East Malaysia. Peninsular Malaysia shares a land and maritime border with Thailand and maritime borders with Singapore, Vietnam, and Indonesia. East Malaysia shares land and maritime borders with Brunei and Indonesia and a maritime border with the Philippines and Vietnam.
ᒪᓚᐃᔭ ᓄᓇᓕᕐᔪᐊᖑᕗᖅ ᓂᒋᖅᐸᓯᐊᓂ ᓂᒋᖅᐸᓯᐊᓂ ᐊᓲᓯᐊᒥ.
History
ᐱᐅᓯᕆᔭᐅᕙᓚᐅᖅᑐᑦ
The Malacca Sultanate played a major role in spreading Islam throughout the Malay Archipelago.
ᒫᑲᔅ ᓯᑖᓐᑕᓐ ᐱᓕᕆᐊᖃᒻᒪᕆᓚᐅᖅᐳᖅ ᓯᐊᒻᒪᒃᑎᕆᓂᕐᒥᒃ ᐃᔅᒪᓚᒥᒃ ᒪᓚᐃᔭ ᐋᑦᓯᐴᒡᒥ.
Evidence of modern human habitation in Malaysia dates back 40,000 years.[40] In the Malay Peninsula, the first inhabitants are thought to be Negritos.[41] Traders and settlers from India and China arrived as early as the first century AD, establishing trading ports and coastal towns in the second and third centuries. Their presence resulted in strong Indian and Chinese influences on the local cultures, and the people of the Malay Peninsula adopted the religions of Hinduism and Buddhism. Sanskrit inscriptions appear as early as the fourth or fifth century.[42] The Kingdom of Langkasuka arose around the second century in the northern area of the Malay Peninsula, lasting until about the 15th century.[4] Between the 7th and 13th centuries, much of the southern Malay Peninsula was part of the maritime Srivijayan empire.
ᖃᐅᔨᔾᔪᑕᐅᔪᓐᓇᖅᑐᖅ ᒫᓐᓇᓕᓴᕐᓄᑦ ᐃᓄᖕᓄᑦ ᓇᔪᖅᑕᐅᕙᓕᖅᑐᓄᑦ ᒪᓚᓯᐊᒥ ᐅᑎᖅᐸᒃᐳᖅ 40,000−ᓄᑦ ᐊᕐᕌᒍᓄᑦ.
Orbit and rotation
ᐅᐊᐱᑦ ᓂᑭᑦᑖᕐᔪᓪᓗ
Mars is about 230 million km (143 million mi) from the Sun; its orbital period is 687 (Earth) days, depicted in red. Earth's orbit is in blue.
ᒫᔅ 230 ᒥᓕᐊᓐ ᑭᓛᒥᑐᓂᒃ ᐅᖓᓯᒃᑎᒋᔪᖅ (143 ᒥᓕᐊᓐ ᒪᐃᓕᓂᒃ) ᓯᕿᓂᐅᑉ ᓯᕿᓂᖓᓂᑦ
Mars is the fourth planet from the Sun and the second-smallest planet in the Solar System, being larger than only Mercury. In English, Mars carries the name of the Roman god of war and is often referred to as the "Red Planet".[16][17] The latter refers to the effect of the iron oxide prevalent on Mars's surface, which gives it a reddish appearance distinctive among the astronomical bodies visible to the naked eye.[18] Mars is a terrestrial planet with a thin atmosphere, with surface features reminiscent of the impact craters of the Moon and the valleys, deserts and polar ice caps of Earth.
ᒫᔅ ᑎᓴᒪᒋᔭᐅᕗᖅ ᓯᕿᓂᐅᑉ ᓯᕿᓂᖓᓂᑦ ᐊᐃᑉᐸᖓᓗ ᒥᑭᓛᖑᓪᓗᓂ ᖃᖓᑕᓲᒥᑦ ᓯᕿᓂᖕᒧᑦ.
This is a list of incorporated cities in Canada, in alphabetical order categorized by province or territory. More thorough lists of communities are available for each province.
ᑖᒃᑯᐊ ᑎᑎᕋᖅᓯᒪᔪᑦ ᐃᓚᓕᐅᔾᔭᐅᓯᒪᔪᑦ ᓄᓇᓕᐸᐅᔭᕐᓄᑦ ᑲᓇᑕᒥ.
Capitals
ᐊᑭᑐᔫᑎᑦ
Geographic area Capital Canada Ottawa Alberta Edmonton British Columbia Victoria Manitoba Winnipeg New Brunswick Fredericton Newfoundland and Labrador St. John's Nova Scotia Halifax Ontario Toronto Prince Edward Island Charlottetown Quebec Quebec City Saskatchewan Regina Northwest Territories Yellowknife Nunavut Iqaluit Yukon Whitehorse
ᓄᓇᐅᑉ ᖃᓄᐃᓕᖓᓂᖓ ᐊᑭᑐᔫᑎᑦ ᑲᓇᑕ ᐋᑐᕚ Alberta Edmonton British Columbia Victoria Manitoba Winnipeg New Brunswick Fredericton Newfoundland and Labrador St. John's Nova Scotia Halifax Ontario Toronto Prince Edward Island Charlottetown Quebec Quebec City Saskatchewan Regina Northwest Territories Yellowknife Nunavut Iqaluit Yukon Whitehorse
Alberta
ᐋᕘᑕ
History of exploration
ᐱᐅᓯᕆᔭᐅᕙᓚᐅᖅᑐᑦ ᕿᓂᕐᓂᕐᒧᑦ
The First Russian Antarctic Expedition 1819–1821, led by Fabian Gottlieb von Bellingshausen.
.
At 14,200,000 square kilometres (5,500,000 square miles), it is the fifth-largest continent and nearly twice the size of Australia. It is by far the least populated continent, with around 5,000 people in the summer and around 1,000 in the winter. About 98% of Antarctica is covered by ice that averages 1.9 km (1.2 mi; 6,200 ft) in thickness,[5] which extends to all but the McMurdo Dry Valleys and the northernmost reaches of the Antarctic Peninsula.[6]
ᓄᓇᕐᔪᐊᑉ ᓂᒋᖅᐸᓯᐊᓃᒻᒪᑦ.
Etymology
ᐃᑦᑕᕐᓂᓕᕆᓂᖅ
Demographics
ᓄᓇᓖᑦ ᐃᓄᖁᑎᖏᑦᑕ ᖃᓄᐃᓕᕙᓪᓕᐊᓂᖏᑦ
Population density in Switzerland (2019)
ᐊᒥᓲᓂᖏᑦ ᓱᐃᑦᓱᓚᓐᒥᑦ (2019)
Percentage of foreigners in Switzerland (2019)
ᐳᓴᓐᑎᖓ ᑲᓇᑕᐅᑉ ᓯᓚᑖᓂᙶᖅᑕᑦ ᓱᐃᑦᓱᓚᓐᒥᑦ (2019)
It is geographically divided among the Swiss Plateau, the Alps, and the Jura, spanning a total area of 41,285 km2 (15,940 sq mi), and land area of 39,997 km2 (15,443 sq mi). Although the Alps occupy the greater part of the territory, the Swiss population of approximately 8.5 million is concentrated mostly on the plateau, where the largest cities and economic centres are located, among them Zürich, Geneva, and Basel. These cities are home to several offices of international organisations such as the headquarters of FIFA, the UN's second-largest Office, and the main building of the Bank for International Settlements.
ᓱᐃᑦᓱᓚᓐ ᓄᓇᕐᔪᐊᖑᕗᖅ ᑭᒡᓕᖃᖅᖢᓂ ᐃᑎᓕᒧᑦ, ᕗᕌᓐᔅ ᔮᒪᓂᒧᑦ, ᐋᔅᑐᕆᐊᒧᑦ ᐊᒻᒪ ᓕᓯᑕᓐᒧᑦ.
Network topology
ᑲᓱᖃᑎᒌᑦᓯᒪᔾᔪᑦ ᖃᐅᔨᓴᕐᓂᖅ
Common network topologies
ᐊᑐᖅᑕᐅᒐᔪᒃᑐᑦ ᐱᓕᕆᔨᓄᑦ ᑐᓴᐅᒪᖃᑦᑕᐅᑎᖃᑎᒌᒍᑎᓂᒃ
A computer network is a group of computers that use a set of common communication protocols over digital interconnections for the purpose of sharing resources located on or provided by the network nodes. The interconnections between nodes are formed from a broad spectrum of telecommunication network technologies, based on physically wired, optical, and wireless radio-frequency methods that may be arranged in a variety of network topologies.
ᖃᕆᑕᐅᔭᓕᕆᔾᔪᑎᑦ ᑲᑎᙵᓪᓗᑎᒃ ᖃᕆᑕᐅᔭᑦ ᐊᑐᓲᑦ ᐊᔾᔨᒌᓂᒃ ᑐᓴᐅᒪᔪᓕᕆᔾᔪᑎᓄᑦ ᒪᓕᒋᐊᓕᖕᓂᒃ ᖃᕆᑕᐅᔭᒃᑯᑦ ᐊᑦᑕᑕᕐᕕᐅᔪᓐᓇᖅᑐᓂᒃ ᐱᔾᔪᑎᒋᑉᓗᑎᒃ ᐊᒥᖅᑳᖃᑎᖃᕐᓂᖅ ᐊᑐᒐᒃᓴᓂᒃ ᐃᓂᖃᖅᑐᓂᒃ ᐱᑎᑕᐅᔪᓄᓪᓘᓐᓃᑦ ᐱᓕᕆᔨᓄᑦ ᑐᓴᐅᒪᖃᑦᑕᐅᑎᖃᑎᒌᒍᑎᓂᒃ. ᐊᑦᑕᑕᕐᕕᒃᓴᑦ ᐊᑯᓐᓂᖏᓐᓂᒃ ᐋᖅᑭᒃᑕᐅᓲᑦ ᐊᔾᔨᒌᙱᑦᑐᓂᒃ ᑐᓴᐅᒪᔪᓕᕆᔾᔪᑎᓄᑦ ᐱᓕᕆᔾᔪᑎᓂᒃ, ᑐᙵᕕᒋᓪᓗᒋᑦ ᑎᒥᒃᑯᑦ ᓴᕕᒐᐅᔭᑦ, ᓄᑭᓪᓚᐅᑎᖃᙱᑦᑐᑦ, ᐊᒻᒪ ᓴᕕᒐᐅᔭᖃᙱᑦᑐᑦ ᓈᓚᐅᑎᒃᑰᒐᔪᒃᑐᑦ ᐋᖅᑭᒃᑕᐅᔪᓐᓇᖅᑐᑦ ᐊᔾᔨᒌᙱᑦᑐᓂᒃ ᖃᕆᑕᐅᔭᓕᕆᔾᔪᑎᓂᒃ
An error message on a calculator.
ᑕᒻᒪᖅᓯᒪᔪᖅ ᑐᓴᖅᑕᐅᔪᒃᓴᖅ ᓈᓴᐅᓯᕆᔾᔪᑎᒃᑯᑦ.
Common error messages
ᑕᒻᒪᖅᑕᐅᒐᔪᒃᑐᑦ ᑐᓴᖅᑕᐅᔪᒃᓴᑦ
The following error messages are commonly seen by modern computer users:
ᐅᑯᐊ ᑕᒻᒪᖅᓯᒪᔪᑦ ᑐᓴᖅᑕᐅᔪᒃᓴᑦ ᑕᑯᔭᐅᒐᔪᒃᐳᑦ ᒫᓐᓇᓕᓴᕐᓄᑦ ᖃᕆᑕᐅᔭᓄᑦ ᐊᑐᖅᑎᓄᑦ:
More frequent on command line interfaces than on graphical user interfaces where files are presented iconically and users do not type file names. Low Disk Space This error occurs when the hard drive is (nearly) full. To fix this, the user should close some programs (to free swap file usage) and delete some files (normally temporary files, or other files after they have been backed up), or get a bigger hard drive.
ᐊᑐᕈᓐᓇᕐᓂᖅ ᐋᒃᑳᖅᑕᐅᔪᖅ ᑖᓐᓇ ᑕᒻᒪᖅᓯᒪᔪᖅ ᓴᖅᑭᓲᖑᕗᖅ ᐊᑐᖅᑎ ᐱᔪᓐᓇᕐᓂᖃᙱᑉᐸᑦ ᑐᖅᑯᖅᓯᒪᕝᕕᖕᒥ, ᐅᕝᕙᓘᓐᓃᑦ ᑮᒃᑕᐅᓯᒪᒃᐸᑦ ᐃᓚᖏᓐᓄᑦ ᐱᓕᕆᐊᓄᑦ ᐊᑐᖅᑎᒧᓪᓘᓐᓃᑦ. ᖃᕆᑕᐅᔭᕋᓛᖅ ᐱᑐᐃᓐᓇᕆᐊᖃᙱᑦᑐᖅ ᑖᓐᓇ ᑕᒻᒪᖅᓯᒪᔪᖅ ᓴᖅᑭᒐᔪᒃᑐᖅ ᓄᑭᖃᙱᒃᑳᖓᑦ ᐱᐅᙱᑦᑐᒥᒡᓘᓐᓃᑦ ᐴᖃᙱᒃᑳᖓᑦ ᐊᖁᑎᒧᑦ ᐊᑐᖃᑦᑕᖅᑐᕐᓗ ᐱᓕᕆᐊᖃᕋᓱᒃᐸᒃᐳᖅ ᐱᔭᒃᓴᓂᑦ ᐃᓚᐅᑎᑦᑎᓪᓗᓂ ᑖᔅᓱᒥᖓ ᑎᑦᑕᑯᓗᖕᒥᑦ. ᑐᖅᑯᖅᓯᒪᕝᕕᒃ ᓇᓂᔭᐅᙱᑦᑐᖅ ᑎᑎᖅᑲᖁᑎᖏᑦ ᐃᓱᒫᓘᑎᖃᖅᑐᑦ ᓱᕋᒃᑐᖃᑐᐃᓐᓇᕆᐊᖃᕐᓂᖓᓂᒃ, ᓅᑕᐅᓗᓂ, ᐲᖅᑕᐅᓗᓂ, ᐅᕝᕙᓘᓐᓃᑦ ᖁᐱᕐᕈᖅ ᑕᒻᒪᕈᑕᐅᑐᐃᓐᓇᕆᐊᓕᒃ. ᐊᓯᐊᒍᖔᖅ, ᑐᖅᑯᖅᓯᒪᕝᕕᒃ ᐱᑕᖃᙱᑐᐃᓐᓇᕆᐊᓕᒃ, ᐊᑐᖅᑎᓘᓐᓃᑦ ᐊᑎᕐᒥᓂᒃ ᑕᒻᒪᖅᓯᒪᒃᐸᑦ. ᐊᑯᓚᐃᓐᓂᖅᓴᒃᑯᑦ ᐊᑐᖅᑕᐅᒐᔪᒃᑐᒃᑯᑦ ᐅᖃᓘᑎᕋᓛᒃᑯᑦ ᐊᑐᖅᑎᓄᑦ ᐱᓕᕆᔾᔪᑎᑦ ᑐᖅᑯᖅᑕᐅᓯᒪᔪᑦ ᐅᓂᒃᑲᐅᓯᐅᒐᔪᒃᑐᑦ ᐊᒻᒪ ᐊᑐᖅᑎᑦ ᐊᑎᖏᓐᓂᒃ ᑐᖅᑯᖅᓯᓯᒪᕙᙱᑦᑐᑦ.
Notable error messages
ᐅᖃᐅᓯᐅᔪᓐᓇᙱᑦᑐᑦ ᑕᒻᒪᖅᓯᒪᔪᑦ ᑐᓴᖅᑕᐅᔪᒃᓴᑦ
DFS stores files in non-fragmented contiguous disk space, this error is caused when trying to extend an open random-access file into space that is already occupied by another file. Guru Meditation - an error message from the Commodore Amiga, roughly analogous to a kernel panic or BSOD, also adopted by more recent products such as VirtualBox. HTTP 404 - A file not found error seen on the World Wide Web, usually resulting from a link to a page that has been moved or deleted, or a mistyped URL lp0 on fire - A Unix warning that the printer may be "on fire" Not a typewriter - A Unix error message that is confusing due to its now obsolete use of the word typewriter, and which is sometimes output when the nature of error is seemingly entirely different PC LOAD LETTER - An error on several HP laser printers that simply asked the user to add "Letter" size paper in a confusing way[3] SYNTAX ERROR - Seen on many computer systems when the received instructions are in a format they don't understand HTTP 504 - An error found on the World Wide Web stating that a gateway timeout occurred in the internet link.
ᐃᐴᑦ, ᐅᑎᕐᓂᖅ, ᐊᔪᓕᖅᐲᑦ? - ᓇᓗᓕᐅᒪᑦᑎᐊᒻᒪᕆᒡᓗᓂ ᑕᒻᒪᖅᓯᒪᔪᓂᒃ ᑐᓴᖅᑕᐅᔪᒃᓴᓂᒃ ᑕᑯᔭᐅᔪᓂᒃ MS-DOS−ᒥ ᐆᒃᑑᑎᒃᓴᑦ ᑕᒻᒪᖅᓯᒪᔪᑦ ᑐᓴᖅᑕᐅᔪᒃᓴᑦ .vbs−ᓄᑦ ᐅᖃᐅᓯᐅᔪᑦ
Basic principles
ᑐᙵᕕᓪᓗᐊᑕᑦ
Versions
ᑎᑎᕋᖅᓯᒪᔪᑦ
MS-DOS (/ˌɛmˌɛsˈdɒs/ em-es-DOSS; acronym for Microsoft Disk Operating System) is an operating system for x86-based personal computers mostly developed by Microsoft. Collectively, MS-DOS, its rebranding as IBM PC DOS, and some operating systems attempting to be compatible with MS-DOS, are sometimes referred to as "DOS" (which is also the generic acronym for disk operating system). MS-DOS was the main operating system for IBM PC compatible personal computers during the 1980s, from which point it was gradually superseded by operating systems offering a graphical user interface (GUI), in various generations of the graphical Microsoft Windows operating system.
MS-DOS ᐊᐅᓚᑦᑎᔾᔪᑎᐅᕗᖅ
MS-DOS command prompt
MS-DOS−ᒧᑦ ᐊᖓᔪᖅᑳᕆᔭᐅᔪᖅ
Russia invaded Ukraine on 24 February 2022.[26] The attack is internationally considered a war of aggression.[27][28][29] It has triggered Europe's largest refugee crisis since World War II,[30][31] with over 3.8 million Ukrainians leaving the country,[32] and millions more being internally displaced.[33]
ᐅᓛᓴ 24 ᕕᕗᐊᕆ 2022−ᖑᑎᓪᓗᒍ. ᑕᒪᓐᓇ ᐊᑭᕋᖅᑐᕐᓂᖅ ᓄᓇᕐᔪᐊᓕᒫᒥ ᐃᓱᒪᒋᔭᐅᕗᖅ ᐅᓇᑕᕐᓂᐅᓂᖓᓂᒃ ᓲᖑᓴᖕᓂᐅᓂᖓᓂᒃ.[1][2][3] ᑕᒪᓐᓇ ᓴᖅᑭᑎᑦᑎᓯᒪᕗᖅ ᑕᕆᐅᑉ ᐊᑭᐊᓂ ᐊᖏᓛᒥᒃ ᑐᐊᕕᕐᓇᖅᓯᔪᒥᒃ ᑕᐃᒪᙵᓂᑦ ᐅᓇᑕᕕᒡᔪᐊᖅᑐᖃᓚᐅᖅᑎᓪᓗᒍ II−ᒥᑦ,[4][5] 3.8 ᒥᓕᐊᓐ ᐅᖓᑖᓂ ᐅᒃᑯᕋᐃᐊᓐᑯᑦ ᑲᓇᑕᐅᑉ ᓯᓚᑖᓂᙶᖅᑐᑦ,[6] ᐊᒻᒪᓗ ᒥᓕᐊᒐᓴᐃᑦ ᐃᓗᐊᓂ ᐃᓂᖃᕈᓐᓃᖅᑐᑦ..[7]
The phrase "information literacy" first appeared in print in a 1974 report written on behalf of the National Commission on Libraries and Information Science by Paul G. Zurkowski, who was at the time president of the Software and Information Industry Association.
ᑖᓐᓇ ᐅᖃᐅᓯᖅ "ᑐᓴᖅᑕᐅᔪᒃᓴᓄᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖅ/ᑎᑎᕋᕈᓐᓇᕐᓂᖅ" ᓯᕗᓪᓕᖅᐹᒥ ᓴᖅᑭᓚᐅᖅᓯᒪᕗᖅ ᑎᑎᕋᖅᓯᒪᓕᖅᑎᑕᐅᓪᓗᓂ 1974−ᒥ ᐅᓂᒃᑲᐅᓯᕐᒥ ᑎᑎᕋᖅᓯᒪᓪᓗᓂ ᑭᒡᒐᖅᑐᖅᑕᐅᓪᓗᓂ ᑲᓇᑕᓕᒫᒥ ᑲᒥᓴᒋᔭᐅᔪᖅ ᐅᖃᓕᒫᒐᖃᕐᕕᖕᓄᑦ ᑐᓴᖅᑕᐅᔪᒃᓴᓄᓪᓗ ᖃᐅᔨᓴᖅᑐᓕᕆᓂᕐᒧᑦ ᐹᓪ ᔨ. ᔪᑲᐅᔅᑭ−ᒧᑦ, ᑖᓐᓇᓗ ᐊᖓᔪᖅᑳᕆᔭᐅᓚᐅᖅᓯᒪᓪᓗᓂ ᖃᕆᑕᐅᔭᓕᕆᓂᕐᒧᑦ ᑐᓴᐅᒪᑎᑦᑎᓂᕐᒧᓪᓗ ᐱᓕᕆᕝᕕᒋᔭᐅᕙᒃᑐᓄᑦ ᑲᑐᔾᔨᖃᑎᒌᓄᑦ.
Zurkowski used the phrase to describe the "techniques and skills" learned by the information literate "for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems" and drew a relatively firm line between the "literates" and "information illiterates".[16]
Zurkowski ᐊᑐᓚᐅᖅᑐᖅ ᐅᖃᐅᓯᕐᒥᒃ ᐅᖃᐅᓯᖃᖅᖢᓂ "ᐱᓕᕆᔾᔪᓯᕐᓂᒃ ᐊᒻᒪᓗ ᐊᔪᙱᓐᓂᐅᔪᓂᒃ" ᐃᓕᑕᐅᔪᓂᒃ ᑐᑭᓯᐅᒪᔾᔪᑎᓄᑦ "ᐊᑐᕐᓂᕐᒧᑦ ᐊᔾᔨᒌᙱᕈᓘᔭᖅᑐᓂᒃ ᑐᑭᓯᐅᒪᔾᔪᑎᓄᑦ ᐊᑐᖅᑕᐅᔪᓂᒃ ᐊᒻᒪᓗ ᐱᕝᕕᓪᓗᐊᑕᐅᔪᓂᒃ ᐅᖁᒃᓯᒪᔪᓂᒃ ᑐᑭᓯᐅᒪᔾᔪᑎᓄᑦ ᐋᕿᒃᓯᓂᕐᒧᑦ ᐃᖢᐃᓗᑕᖏᓐᓄᑦ" ᐊᒻᒪᓗ ᑎᑎᕋᖅᖢᑎᒃ ᑐᑭᓕᕇᒃᑐᓂᒃ "ᐅᖃᓕᒫᒐᕐᓂᑦ" ᐊᒻᒪᓗ "ᑐᓴᖅᑕᐅᑎᑦᑎᔾᔪᑎᓂᒃ".
The American Library Association's Presidential Committee on Information Literacy released a report on January 10, 1989, outlining the importance of information literacy, opportunities to develop information literacy, and an Information Age School. The report's final name is the Presidential Committee on Information Literacy: Final Report.[17] The recommendations of the Committee led to the creation later that year of the National Forum on Information Literacy, a coalition of more than 90 national and international organizations.[2]
ᐊᒥᐊᓕᑲᒥ ᐅᖃᓕᒫᒐᖃᕐᕕᖕᒥ ᑲᑐᔾᔨᖃᑎᒌᑦ ᐃᓱᒪᑕᐃᑦ ᑲᑎᒪᔨᕋᓛᖏᑦ ᑐᑭᓯᐅᒪᔾᔪᑎᓄᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᕐᒧᑦ/ᑎᑎᕋᕈᓐᓇᕐᓂᕐᒧᑦ ᓴᖅᑭᑦᑎᓚᐅᖅᑐᑦ ᐅᓂᑉᑳᒥᒃ ᔭᓄᐊᕆ 10, 1989-ᒥᑦ, ᓇᓗᓇᐃᖅᓯᑉᓗᑎᒃ ᐱᒻᒪᕆᐅᓂᖓᓂᒃ ᑐᑭᓯᐅᒪᔾᔪᑎᓂᒃ ᐅᖃᓕᒫᕈᓱᖕᓂᕐᒧᑦ, ᐱᕕᖃᕐᓂᐅᔪᑦ ᓴᖅᑭᑦᑎᓂᕐᒧᑦ ᑐᑭᓯᐅᒪᔾᔪᑎᓂᒃ ᐅᖃᓕᒫᓕᕆᓂᕐᒧᑦ, ᐊᒪᓗ ᑐᑭᓯᐅᒪᔾᔪᑎᓂᒃ ᐅᑭᐅᕆᔭᐅᔪᓄᑦ ᐃᓕᓐᓂᐊᕐᕕᖕᒥᑦ. ᐅᓂᒃᑳᑉ ᑭᖑᓪᓕᖅᐹᖅ ᐊᑎᖓ ᐃᓱᒪᑕᐅᑉ ᑲᑎᒪᔨᕋᓛᖏᑦ ᑐᑭᓯᐅᒪᔾᔪᑎᓄᑦ ᐅᖃᓕᒫᓕᕆᓂᕐᒧᑦ: ᑭᖑᓪᓕᖅᐹᖅ ᐅᓂᒃᑳᖅ. ᐊᑐᓕᖁᔭᐅᓯᒪᔪᑦ ᑲᑎᒪᔨᕋᓛᓄᑦ ᓴᖅᑭᑦᑎᔾᔪᑕᐅᓚᐅᖅᐳᑦ ᑭᖑᓂᐊᒍᑦ ᐊᕐᕌᒍᒥ ᑲᓇᑕᒥ ᑲᑎᒪᑎᓪᓗᒋᑦ ᑐᑭᓯᒋᐊᒐᒃᓴᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᕐᒧᑦ/ᑎᑎᕋᕈᓐᓇᕐᓂᕐᒧᑦ, ᑲᑐᔾᔨᖃᑎᒌᑦ 90 ᐅᖓᑖᓂ ᑲᓇᑕᒥ ᐊᒻᒪ ᓄᓇᕐᔪᐊᕐᒥ ᑲᑐᔾᔨᖃᑎᒌᓂᒃ.
References
ᖃᐅᔨᒋᐊᕐᕕᐅᔪᓐᓇᖅᑐᑦ
In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published Information Power: Building Partnerships for Learning, which further established specific goals for information literacy education, defining some nine standards in the categories of "information literacy", "independent learning", and "social responsibility".[18]
1998-ᒥ, ᐊᒥᐊᓕᑲᒥᐅᑦ ᑲᑐᔾᔨᖃᑎᒌᖏᑦ ᐃᓕᓐᓂᐊᕐᕕᖕᒥ ᐅᖃᓕᒫᒐᖃᕐᕕᓕᕆᔨᓄᑦ ᐊᒻᒪᓗ ᑲᑐᔾᔨᖃᑎᒌᑦ ᐃᓕᓐᓂᐊᕐᓂᓕᕆᓂᕐᒧᑦ ᑐᓴᒐᒃᓴᓕᕆᔩᑦ ᐊᒻᒪᓗ ᓄᑖᙳᖅᐸᓪᓕᐊᔪᓄᑦ ᓴᖅᑭᑕᐅᓯᒪᔪᑦ ᑐᑭᓯᐅᒪᔾᔪᑎᓄᑦ: ᐱᓕᕆᖃᑎᒌᖕᓃᑦ ᐃᓕᑦᑎᓂᕐᒧᑦ, ᓴᖅᑭᑦᑎᒃᑲᓐᓂᓚᐅᖅᑐᑦ ᑐᕌᒐᕆᔭᐅᔪᓂᒃ ᖃᐅᔨᒪᔭᐅᔭᕆᐊᓕᖕᓄᑦ ᐅᖃᓕᒫᕈᓐᓇᑦᑎᐊᕐᓂᕐᒧᑦ ᐃᓕᓐᓂᐊᕐᓂᕐᒥᒃ, ᓇᓗᓇᐃᖅᓯᓪᓗᑎᒃ ᐃᓚᖏᓐᓂᒃ 9-ᓂᒃ ᐊᑐᖅᑕᐅᔭᕆᐊᓕᖕᓂᒃ ᐊᕕᒃᑐᖅᓯᒪᐅᖅᑐᓂ "ᑐᓴᖅᑕᐅᑎᑦᑎᔾᔪᑎᓂᒃ ᐅᖃᓕᒫᕈᓐᓇᑦᑎᐊᕐᓂᖅ", "ᐃᒻᒥᒃᑰᖓᓪᓗᑎᒃ ᐃᓕᑦᑎᓂᖅ", ᐊᒻᒪᓗ "ᐃᓄᖕᓄᑦ ᑲᒪᒋᔭᒃᓴᑦ".
ISBN 9781936117406. ↑ Blake, Joni; Bowles-Terry, Melissa; Pearson, N.; Szentkiralyi, Zoltan (2 October 2017). "The Impact of Information Literacy Instruction on Student Success: A Multi-Institutional Investigation and Analysis". gwla.org. ↑ Demasson, Andrew; Partridge, Helen; Bruce, Christine (June 2019). "How do public librarians constitute information literacy?"
↑
Other sources
ᐊᓯᖏᑦ ᑐᓂᓯᓯᒪᔪᑦ
Further reading
ᐅᖃᓕᒫᒃᑲᓐᓂᕐᓂᖅ
Also in 1998, the Presidential Committee on Information Literacy updated its final report.[19] The report outlined six recommendations from the original report, and examined areas of challenge and progress.
ᐊᒻᒪᓗ 1998-ᒥ, ᐊᖏᔪᖅᑳᑦ ᑲᑎᒪᔨᕋᓛᖏᑦ ᑐᑭᓯᒋᐊᕈᑎᓄᑦ ᐅᖃᓕᒫᕈᓐᓇᓂᕐᒧᑦ/ᐅᖃᓕᒫᕆᐅᖅᑕᓂᕐᒧᑦ ᐅᓪᓗᒥᒨᓕᖓᓕᖅᑎᕆᓚᐅᖅᑐᑦ ᑭᖑᓪᓕᖅᐹᒥ ᐅᓂᒃᑳᒥᓂᒃ. ᐅᓂᒃᑳᖅ ᓇᓗᓇᐃᔭᐃᓯᒪᔪᖅ ᐱᖓᓲᔪᖅᑐᓂᑦ ᐊᑐᓕᖁᔭᐅᓯᒪᔪᓂᑦ ᓯᕗᓪᓕᕐᒥᑦ ᐅᓂᒃᑳᕐᒥᑦ, ᖃᐅᔨᓴᖅᓯᒪᑦᓱᑎᓪᓗ ᐊᑦᓱᕉᑕᐅᔪᓂᑦ ᐱᕙᓪᓕᐊᓂᐅᔪᓂᓪᓗ.
The Association of College & Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning".[1][2][3][4]
ᑲᑐᔾᔨᖃᑎᒌᑦ ᓯᓚᑦᑐᖅᓴᕐᕕᖕᒧᑦ ᖃᐅᔨᓴᕐᓂᕐᒧᓪᓗ ᐅᖃᓕᒫᒐᖃᕐᕕᑦ ᓇᓗᓇᐃᖅᓯᕗᑦ ᑐᑭᓯᒋᐊᕐᕕᒃᓴᓂᒃ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖅ/ᑎᑎᕋᕈᓐᓇᕐᓂᖅ "ᑲᑎᖅᓱᖅᓯᒪᔪᑦ ᐱᔪᓐᓇᕐᓂᕆᔭᐅᔪᑦ ᐃᓚᓕᐅᔾᔨᓯᒪᔪᑦ ᑕᑯᒃᓴᐅᔪᓂᒃ ᖃᐅᔨᔭᐅᔪᓂᒃ ᑐᑭᓯᒋᐊᒐᒃᓴᓂᒃ, ᑐᑭᓯᐊᔭᐅᓗᑎᒃ ᖃᓄᖅ ᑐᑭᓯᒋᐊᒐᒃᓴᑦ ᓴᖅᑭᑕᐅᓲᖑᖕᒪᖔᑕ ᐱᒻᒪᕆᐅᒋᔭᐅᖕᒪᖔᑕᓗ ᐊᒻᒪ ᐊᑐᖅᑕᐅᓲᖑᖕᒪᖔᑕ ᑐᑭᓯᒋᐊᒐᒃᓴᑦ ᓴᖅᑭᑦᑎᓂᐊᓕᖅᐸᑕ ᓄᑖᓂᒃ ᖃᐅᔨᒪᓂᕆᔭᐅᔪᓂᒃ ᐃᓚᐅᑦᑎᐊᖅᐸᒡᓗᑎᒡᓗ ᓄᓇᓕᖕᓂ ᐃᓕᓐᓂᐊᖅᑕᐅᕙᒃᑐᓂᒃ".
The 1989 American Library Association (ALA) Presidential Committee on Information Literacy formally defined information literacy (IL) as attributes of an individual, stating that "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information".[5][6] In 1990, academic Lori Arp published a paper asking, "Are information literacy instruction and bibliographic instruction the same?"[7] Arp argued that neither term was particularly well defined by theoreticians or practitioners in the field. Further studies were needed to lessen the confusion and continue to articulate the parameters of the question.[7]
1989-ᒥ ᐊᒥᐊᓕᑲᒥ ᐅᖃᓕᒫᒐᖃᕐᕖᑦ ᑲᑐᔾᔨᖃᑎᒌᖏᑦ (ALA) ᐃᓱᒪᑕᐃᑦ ᑲᑎᒪᔨᐊᓛᖏᑦ ᑐᑭᓯᐅᒪᔾᔪᑎᓄᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᕐᒧᑦ/ᑎᑎᕋᕈᓐᓇᕐᓂᕐᒧᑦ ᓇᓗᓇᐃᖅᑕᐅᔪᑦ ᑐᑭᓯᐅᒪᔾᔪᑎᓄᑦ ᐅᖃᓕᒫᕈᖕᓇᕐᓂᕐᒧᑦ (IL) ᐱᔾᔪᑕᐅᓂᖏᓐᓄᑦ ᐃᓄᖕᒧᑦ, ᐅᖃᖅᖢᓂ "ᑐᓴᖅᑕᐅᔭᕆᐊᓖᑦ ᐅᖃᓕᒫᕈᖕᓇᕐᓗᑎᒃ, ᐃᓄᒃ ᐃᓕᓴᖅᓯᔪᖕᓇᕆᐊᖃᖅᑐᖅ ᑐᑭᓯᐅᒪᔾᔪᑎᓂᒃ ᐱᔭᕆᐊᖃᕌᖓᑦ ᐊᒻᒪᓗ ᓇᓂᓯᔪᖕᓇᕐᓗᓂ, ᖃᐅᔨᓴᐃᓗᓂ ᐊᒻᒪᓗ ᐊᑐᕈᖕᓇᕐᓗᓂ ᐱᔭᕆᐊᖃᖅᑐᓂᒃ ᑐᑭᓯᐅᒪᔾᔪᑎᓂᒃ". 1990-ᒥ, ᐃᓕᓐᓂᐊᖅᑎᐊᖅᓯᒪᑦᑎᐊᕐᓂᖅ ᓗᐊᕆ ᐋᕐᑉ ᓴᖅᑭᑦᑎᓚᐅᖅᓯᒪᕗᖅ ᐸᐃᑉᐹᒥᒃ ᐊᐱᕆᓪᓗᓂ, "ᑐᓴᖅᑕᐅᑎᑦᑎᔾᔪᑎᓂᒃ ᐅᖃᓕᒫᕈᓐᓇᑦᑎᐊᕐᓂᕐᒧᑦ ᐊᔪᕆᖅᓲᔾᔨᔾᔪᑎᓂᒃ ᐊᒻᒪ ᐅᖃᓕᒫᒐᓕᕆᓂᕐᒥᒃ ᐃᓕᓴᐃᓂᖅ ᐊᔾᔨᑦᑎᐊᖓᓂᒃ?" ᐊᐃᕙᔾᔪᑕᐅᓚᐅᖅᑐᖅ ᐅᖃᐅᓯᖅᑕᖅ ᓇᓗᓇᐃᖅᑕᐅᑦᑎᐊᓚᐅᙱᒻᒪᑦ ᑲᖐᒋᔭᐅᔪᓂᒃ ᐅᕝᕙᓘᓐᓃᑦ ᓘᒃᑖᓂᒃ ᐱᓕᕆᕝᕕᖕᒥ. ᖃᐅᔨᓴᒃᑲᓐᓂᕆᐊᖃᓚᐅᖅᑐᑦ ᓇᓗᓕᕈᑕᐅᓗᐊᖁᓇᒍ ᐊᒻᒪ ᐅᖃᐅᓯᐅᖏᓐᓇᖁᓪᓗᒍ ᑭᒡᓕᖏᑦ ᐊᐱᖅᑯᑎᐅᑉ.
The Alexandria Proclamation of 2005 defined the term as a human rights issue: "Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations."[8] The United States National Forum on Information Literacy defined information literacy as "the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand".[9][10]
ᐊᓕᒃᓵᓐᑐᕆᐊ ᓇᓗᓇᐃᖅᓯᓚᐅᖅᑐᖅ 2005-ᒥ ᑐᑭᖓᓂᒃ ᐃᓄᐃᑦ ᐱᔪᓐᓇᐅᑎᖏᓐᓄᑦ ᐱᔾᔪᑕᐅᓂᖓᓂᒃ: "ᑐᓴᖅᑕᐅᑎᑦᑎᔾᔪᑎᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖅ/ᑎᑎᕋᕈᓐᓇᕐᓂᖅ ᐱᔪᓐᓇᕐᓂᖅᑖᖅᑎᑦᑎᕗᖅ ᐃᓄᖕᓂᒃ ᓇᓂᑐᐃᓐᓇᖅ ᐃᓅᓯᕐᒥ ᕿᓂᕈᓐᓇᕐᓂᕐᒥᒃ, ᖃᐅᔨᓴᕐᓂᕐᒥᒃ, ᐊᑐᕐᓂᕐᒥᒃ ᐊᒻᒪ ᓴᖅᑭᑦᑎᓂᕐᒥᒃ ᑐᓴᒐᒃᓴᓂᒃ ᐊᑑᑎᖃᑦᑎᐊᖅᑐᒃᑯᑦ ᑎᑭᐅᑎᖁᓪᓗᒋᑦ ᓇᖕᒥᓂᖅ, ᐃᓅᖃᑎᒌᓄᑦ, ᐃᖅᑲᓇᐃᔭᕐᕕᖕᒥ ᐊᒻᒪ ᐃᓕᓐᓂᐊᕐᓂᕐᒧᑦ ᑐᕌᒐᕆᔭᖏᓐᓄᑦ. ᐃᓄᖕᓄᑦ ᐱᔪᓐᓇᐅᑎᒋᔭᐅᕗᖅ ᖃᕋᓴᐅᔭᒃᑯᑦ ᓄᓇᕐᔪᐊᕐᒥ ᐅᔾᔨᕆᔭᐅᓕᕈᑕᐅᓪᓗᓂᓗ ᐃᓅᖃᑎᒌᓂᒃ ᐃᓚᐅᑎᑦᑎᓂᕐᒥᒃ ᑲᓇᑕᒥᐅᓕᒫᓂᒃ." ᐊᒥᐊᓕᑲᒥᐅᑦ ᑲᓇᑕᒥ ᑲᑎᒪᓂᕆᔭᖓᑦ ᑐᓴᒐᒃᓴᓕᕆᓂᕐᒧᑦ/ᐅᖃᓕᒫᕆᐅᖅᓴᓂᕐᒧᑦ ᓇᓗᓇᐃᖅᑕᐅᓚᐅᖅᑐᖅ "ᖃᐅᔨᒪᔪᓐᓇᕐᓂᖅ ᑐᓴᖅᑕᐅᔭᕆᐊᓕᖕᓂᒃ ᐱᔭᕆᐊᖃᖅᑐᖃᓕᕌᖓᑦ, ᓇᓗᓇᐃᖅᓯᔪᓐᓇᕐᓗᓂ, ᓇᓂᓯᔪᓐᓇᕐᓗᓂ, ᖃᐅᔨᓴᕐᓗᓂ, ᐊᒻᒪ ᐊᑐᕈᓐᓇᑦᑎᐊᕐᓗᓂᒋᑦ ᑐᓴᒐᒃᓴᑦ ᐱᔾᔪᑕᐅᔪᒧᑦ ᐅᕝᕙᓘᓐᓃᑦ ᐊᑲᐅᙱᓕᐅᕈᑎᒧᑦ".
A number of other efforts have been made to better define the concept and its relationship to other skills and forms of literacy. Other pedagogical outcomes related to information literacy include traditional literacy, computer literacy, research skills and critical thinking skills. Information literacy as a sub-discipline is an emerging topic of interest and counter measure among educators and librarians with the advent of misinformation, fake news, and disinformation.
ᐊᓯᖏᓐᓂᒃ ᐊᓯᖏᓐᓂᒃ ᐱᓇᔪᒃᓯᒪᕗᑦ ᓇᓗᓇᐃᖅᓯᑦᑎᐊᒃᑲᓐᓂᕈᒪᓪᓗᑎᒃ ᐃᓗᓕᖅᑕᖏᓐᓂᒃ ᐊᒻᒪ ᐊᒃᑐᐊᓂᕆᔭᖏᓐᓂᒃ ᐊᓯᖏᓐᓄᑦ ᐊᔪᖅᑕᐅᙱᑦᑐᓂᒃ ᐊᒻᒪ ᐅᖃᓕᒫᕆᐅᖅᓴᓂᕐᒧᑦ. ᐊᓯᖏᑦ ᐃᓕᓐᓂᐊᕈᓰᑦ ᓴᖅᑭᓯᒪᓕᖅᑐᑦ ᐊᒃᑐᐊᓂᓖᑦ ᑐᑭᓯᒋᐊᒐᒃᓴᓄᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᕐᒧᑦ/ᑎᑎᕋᕈᓐᓇᕐᓂᕐᒧᑦ ᐃᓚᖃᖅᐳᑦ ᐱᖅᑯᓯᒃᑯᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖅ, ᖃᕆᑕᐅᔭᒃᑯᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖅ, ᖃᐅᔨᓴᕈᓐᓇᕐᓂᖅ ᐊᒻᒪ ᐃᓱᒪᒃᓴᖅᓯᐅᕈᓐᓇᑦᑎᐊᕐᓂᖅ. ᑐᑭᓯᒋᐊᒐᒃᓴᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖅ/ᑎᑎᕋᕈᓐᓇᕐᓂᖅ ᐅᖃᐅᔾᔪᖅᓱᖅᑕᐅᒃᑲᓐᓂᖅᖢᓂ ᓴᖅᑭᑉᐸᓪᓕᐊᑐᐃᓐᓇᖅᐳᖅ ᐱᓕᕆᐊᒃᑯᒥᒋᔭᐅᔪᓂᒃ ᐊᒻᒪ ᐱᓕᕆᐊᖑᖔᓕᖅᐸᒃᑐᓂᒃ ᐃᓕᓴᐃᔨᓄᑦ ᐊᒻᒪ ᐅᖃᓕᒫᒐᖃᕐᕕᓕᕆᔨᓄᑦ ᑐᑭᓯᓂᕐᓗᒃᑕᐅᓯᒪᔪᓂᒃ, ᑐᓴᕐᓂᕐᓗᒍᑕᐅᔪᓂᒃ, ᐊᒻᒪ ᑐᓴᖅᑕᐅᕈᓘᔭᖅᐸᙱᑦᑐᓂᒃ.
Scholars have argued that in order to maximize people's contributions to a democratic and pluralistic society, educators should be challenging governments and the business sector to support and fund educational initiatives in information literacy.[11]
Scholars−ᑯᑦ ᑭᐅᖃᑦᑕᖅᓯᒪᕗᑦ ᐃᓄᐃᑦ ᐃᑲᔪᑦᑎᐊᖁᓪᓗᒋᑦ ᐃᓱᒪᖅᓱᕐᓗᑎᒃ ᐊᒻᒪ ᐃᓄᐃᑦ ᐊᒥᓲᓗᑎᒃ, ᐃᓕᓴᐃᔨᑦ ᐊᒃᓱᕈᕐᓇᖅᑑᔭᕆᐊᖃᖅᐳᑦ ᒐᕙᒪᐃᑦ ᐊᒻᒪ ᓇᖕᒥᓂᖃᖅᑎᑦ ᐃᑲᔪᖅᑐᐃᓗᑎᒃ ᑮᓇᐅᔭᖃᖅᑎᑦᑎᓗᑎᒡᓗ ᐃᓕᓐᓂᐊᕈᑎᒃᓴᓂᒃ ᐱᓕᕆᐊᖑᕙᓪᓕᐊᔪᒪᔪᓂᒃ ᑐᑭᓯᒋᐊᕈᑎᒃᓴᓂᒃ ᐅᖃᓕᒫᕆᐅᖅᓴᓂᕐᒧᑦ.
History of the concept
ᐱᐅᓯᕆᔭᐅᕙᓚᐅᖅᑐᑦ ᐃᓱᒪᒋᔭᐅᔪᒧᑦ
In a 1976 article in Library Journal, scholars were already beginning to discuss the difficult task and subtleties in defining the term. In that article, which has widely been cited since its publication, M.R. Owens stated that "information literacy differs from context to context. All [people] are created equal, but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates.
1976-ᒥ ᐅᖃᓕᒫᒐᖃᕐᕕᖕᒥ ᐅᖃᓕᒫᒐᕐᒥ, ᐃᓕᓐᓂᐊᓚᐅᖅᑐᑦ ᐅᖃᐅᓯᖃᖅᐸᓪᓕᐊᓕᕇᓚᐅᖅᐳᑦ ᐱᔭᕆᑐᔪᓂᒃ ᐱᓕᕆᐊᒃᓴᓂᒃ ᐊᒻᒪ ᐅᖃᓕᒫᒐᕋᓛᓂᒃ ᑐᑭᓕᐅᕋᓱᒃᖢᒋᑦ ᑐᑭᖏᑦ. ᑕᐃᑲᓂ ᑎᑎᕋᖅᓯᒪᔪᒥ, ᐅᖃᐅᓯᐅᕐᔪᐊᖅᓯᒪᔪᖅ ᑕᐃᒪᙵᑦ ᓴᖅᑭᑕᐅᓚᐅᖅᑎᓪᓗᒍ, M.R. Owens ᐅᖃᓚᐅᖅᐳᑦ "ᑐᓴᖅᑕᐅᔪᒃᓴᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖅ/ᑎᑎᕋᕈᓐᓇᕐᓂᖅ ᐊᔾᔨᒌᙱᑉᐳᑦ ᐃᓗᓕᖅᑕᖏᓐᓂᒃ ᐃᓗᓕᖅᑕᖏᓐᓂᒃ. ᑕᒪᕐᒥᒃ [ᐃᓄᐃᑦ] ᐊᔾᔨᒌᒥᒃ ᓴᖅᑭᑎᑕᐅᖃᑦᑕᖅᐳᑦ, ᑭᓯᐊᓂ ᓂᕈᐊᖅᑎᑦ ᑐᑭᓯᒋᐊᕈᑎᒃᓴᓂᒃ ᐱᖃᖅᑐᑦ ᐃᓱᒪᓕᐅᕆᑦᑎᐊᕈᓐᓇᕐᓂᖅᓴᐅᕗᑦ ᐃᓄᖕᓂᒃ ᑐᓴᖅᑕᐅᑎᑦᑎᑦᑎᐊᙱᑦᑐᓂᒃ. ᐊᑐᖅᑕᐅᓂᖏᑦ ᑐᓴᐅᒪᔾᔪᑎᒃᓴᓄᑦ ᐊᑐᒐᒃᓴᑦ ᐱᕙᓪᓕᐊᓂᖓᓄᑦ ᐋᖅᑭᒃᓯᓇᓱᖕᓂᕐᓂ ᐱᔭᕇᖅᓯᓗᓂ ᑭᒃᑯᑐᐃᓐᓇᕐᓄᑦ ᑲᒪᒋᔭᕆᐊᖃᖅᑐᓂᑦ ᐱᔭᕆᐊᖃᒻᒪᕆᒃᑐᖅ.
In a literature review published in an academic journal in 2020, Oral Roberts University professor Angela Sample cited several conceptual waves of IL definitions since circa 1970. Some of those broad conceptual approaches included information literacy defined as a way of thinking; information literacy defined as a set of skills, information literacy defined as a social practice.[13][14][15] These concept waves in the academic world led to the adoption of metaliteracy as a mechanism of IL concepts, and the creation of threshold concepts and knowledge dispositions, eventually leading to the creation of the ALA's Information Literacy Framework.[14][13]
ᑎᑎᕋᖅᓯᒪᔪᓂᑦ ᕿᒥᕐᕈᓂᕐᒥᑦ ᓴᖅᑭᖅᑕᐅᓯᒪᔪᖅ ᐃᓕᓐᓂᐊᕐᓂᕐᒧᑦ ᑎᑎᕋᖅᑕᐅᔪᓂᑦ 2020-ᒥ, ᐅᖃᐅᓯᒃᑯᑦ ᕌᐳᑦᔅ ᓯᓚᑦᑐᓴᕐᕕᕐᔪᐊᖓᓂᑦ ᐱᓕᕆᔨᒻᒪᕆᒃ ᐋᓐᔨᓚ ᐆᑦᑑᑎᑦᓴᖅ ᐅᖃᐅᓯᖃᖅᓯᒪᔪᖅ ᐊᒥᓱᓂᑦ ᐃᓱᒪᒋᔭᐅᔪᓂᑦ IL ᑐᑭᖏᓐᓂᑦ 1970-ᒥ. ᐃᓚᖏᑦ ᑕᒪᒃᑯᐊ ᐃᓱᒪᒋᔭᐅᓯᒪᔪᑦ ᐱᓕᕆᔾᔪᓰᑦ ᐃᓚᖃᓚᐅᖅᐳᑦ ᑐᑭᓯᒋᐊᒐᒃᓴᓂᒃ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖅ/ᑎᑎᕋᕈᓐᓇᕐᓂᖅ ᓇᓗᓇᐃᖅᑕᐅᓪᓗᓂ ᐃᓱᒪᔾᔪᓯᐅᓂᖓᓂᒃ; ᑐᑭᓯᒋᐊᒐᒃᓴᓂᒃ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖅ ᓇᓗᓇᐃᖅᑕᐅᔪᖅ ᐊᔪᙱᓐᓂᐅᓂᖏᓐᓂᒃ, ᑐᑭᓯᒋᐊᒐᒃᓴᓂᒃ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᖅ/ᑎᑎᕋᕈᓐᓇᕐᓂᖅ ᓇᓗᓇᐃᖅᑕᐅᓯᒪᔪᖅ ᐃᓄᓕᕆᔾᔪᓯᐅᓂᖓᓂᒃ. ᑖᒃᑯᐊ ᐃᓱᒪᒋᔭᐅᓯᒪᔪᑦ ᒪᓕᓚᐅᖅᐳᑦ ᐃᓕᓐᓂᐊᖅᑕᐅᕙᒃᑐᓂᒃ ᓄᓇᕐᔪᐊᕐᒥ ᐊᑐᓕᕈᑕᐅᓚᐅᖅᐳᖅ ᓴᕕᕋᔭᖕᓂᒃ ᐱᓕᕆᔾᔪᓯᐅᓂᖓᓂᒃ IL−ᒧᑦ ᑕᐅᑐᖅᑰᖅᑕᐅᔪᓄᑦ, ᐊᒻᒪ ᓴᖅᑭᑕᐅᓂᖓ ᑭᒡᓕᒋᑎᑕᐅᔪᑦ ᑕᐅᑐᖅᑰᖅᑕᐅᔪᑦ ᐊᒻᒪ ᖃᐅᔨᒪᔭᐅᔪᑦ ᓴᖅᑭᑕᐅᔪᑦ, ᑭᖑᓂᐊᒍᓪᓗ ᓴᖅᑭᑦᑎᔾᔪᑕᐅᓕᖅᐸᒃᖢᑎᒃ ALA−ᑯᑦ ᑐᑭᓯᒋᐊᒐᒃᓴᓄᑦ ᐅᖃᓕᒫᕈᓐᓇᕐᓂᕐᒧᑦ/ᑎᑎᕋᕈᓐᓇᕐᓂᕐᒧᑦ ᐋᖅᑭᒃᓯᒪᔪᓂᒃ.