Empowerment or Instrumental Progressivism?: Analyzing Information Literacy Policies

This article reports on a qualitative content analysis of a sample of national information literacy policies, whether endorsed by states or professional bodies. It develops a framework for analysis which is attuned to the idea that information literacy can and should be viewed from multiple perspectives; this being the "six frames of information literacy" model developed by Bruce, Edwards, and Lupton. One addition is made to this framework, that being to seek specific reference to collaboration and teamwork in the national policies, whether this means collaboration between learners or between different agencies, who are expected to work together to manifest the benefits of information literacy. This framework is then applied to the sample policies. Half are found to be generally holistic in form, the other half less so. These latter policies risk being what Robins and Webster call "instrumentally progressivist": oriented toward producing learners who can act as information processors but not promoting approaches that lead to a more creative, empowered, socially conscious, and reflective relationship with information.