In the past, scientific information was concealed, but the Internet filled this gap. However, did this unlimited access to information complicate the research process? These changes highlighted the rising significance of leadership and its integration in information literacy. In the context of scholarly research in economics, information literacy plays a pivotal role due to its contribution to effective data synthesis that complies with legal standards and is critical to my doctoral success (Hajam, 2017). Consequently, the primary goal of this paper is to discuss the principles of information literacy and its alignment with the scholar-practitioner-leader (SLP) model, analyze related scholarly sources, and propose a creative synthesis of contradictory ideas.
To establish a foundation for discussion, it is essential to answer the following questions: “What would a leader in your discipline look without a scholarly background? What about practitioners with no leadership skills?” SLP model shows a sign of the integrity of these areas, and the central concepts of each source include information literacy in the educational system and the paramount importance of continuous learning and information synthesis while viewing information synthesis competency as its core. For example, Badke (2010) claims that an extended variety of information clusters complicates the search, and establishing a sequence of steps is a resolution. Additionally, Russel (2009) sees it as a problem, but she uses a different approach in implementing knowledge into practice by utilizing the ideas such as “internalization of knowledge” and “synthesizing mind” (p.93). These concepts comply with the SLP model with its central focus on leadership, practice, and lifelong learning initiatives.
The readings by Hajam (2017) and Turusheva (2009) can be united in a different group by highlighting competencies of successful practitioners and leaders in any narrow discipline and, consequently, promote long-term learning as their core. Using this analytical framework and grouping publications by ideas, their relationships to the SLP model and topics provide a rationale for using them in relation to the key questions of this section. They answer them by emphasizing that no leader or practitioner would be able to reach their social goals by relying on leadership or knowledge solely, as today, these ideas are fully integrated into information evaluation competency and literacy.
Thus, apart from having a positive impact on the understanding of the principles, the major limitations are a high generalization and the lack of sufficient research and practices. For instance, the article by Turusheva (2009) creates a summary that can be used to improve information literacy covering time and self-management. As for other contradictions, some studies claim the importance of being discipline-specific while others suggest generalized frameworks. Overall, a substantial limitation that unites these studies is the absence of an embedded leadership model (SLP) that can be used to diminish the existent gaps in information literacy.
To ensure credibility of the sources, it was necessary to comply with the following criteria: coverage of the topic, reference to the characteristics of a leader or learning, and the need of being peer-reviewed. A primary reason for using this complex evaluation process is a multifaceted nature of the theme, as covering these ideas simultaneously ensures finding a correlation between SLP and information literacy in my area of practice. Consequently, assumptions underlying the following criteria are 1) rising importance of information literacy; 2) application of the SPL model in research, as I constantly use it by using time-management and search engines to contribute to my life-long learning; 3) the fact that the lack of information literacy will create information deficiencies (e.g. an economic professional may face legal issues of violating privacy or copyright laws); and 4) well-developed research in this segment.
When referring to these assumptions and stating conclusions, the value of SPL access to information literacy is immense since all articles underlined the need to include information literacy along with the ideas of leadership in the educational curriculum. Otherwise, it will create research deficiencies such as inadequate usage of search strategy (Hajam, 2017) (assumptions 1, 2, and 3). The major limitation of the selected articles lies in the fact that they did not provide relevant frameworks. This fact implies that assumption four is only partly satisfied. Nonetheless, these conclusions still display the integrity of SLP and information literacy. Apart from the logical nature of these findings, alternative ideas may include no need to use aspects of leadership in information literacy, no connection between SLP and information literacy, and questionable necessity to utilize a combination of printed and electronic sources in the era of the Internet search.
Conclusion: Proposed New Model
Overall, there is a high correlation between information literacy and SLP and the need to advance these skills to become a proficient scholar in the sphere of business. It is vital to cover these matters in the educational curriculum and highlight information evaluation competency. Nevertheless, contradictory ideas include developing generalized or discipline-specific frameworks and the need to use old-fashioned aspects such as printed books or integrating them with online sources. Nowadays, scholarly sources are available online, and, in this case, a new idea can be described by the slogan/metaphor: “new is not always worse than old”. Apart from the development of technology, scholars remain conservative, and to address the needs of a new generation, it is possible to create a social-network-type platform that will have access to the information due to its partnerships with libraries and universities while peers will have an opportunity to communicate, develop their leadership skills, and contribute to my successful scholarly career. A combination of these concepts entirely complies with the principles of information literacy and the SLP model. So, why should we return to the outdated processes if it possible to develop new ones? What are the alternative ways of integrating the SLP framework and information literacy?
Badke, W. (2010). Information as a tool, not destination. Online, 34(4), 52-54.
Hajam, M. (2017). Users’ information literacy competences: A study with reference to scholarly community of Kashmir University. Journal of Library & Information Technology, 37(3), 153-157.
Russel, P. (2009). Why universities need information literacy more than ever. Feliciter, 55(3), 92-94.
Turusheva, L. (2009). Students’ information competence and its importance for life-long education. Problems of Education in the 21st century, 12(1), 126-132.