ILforSScScholars

8/2/2019 ILforSScScholars

1/3

INFORMATION LITERACY FOR SOCIAL SCIENCE SCHOLARS

ABSTARCTThe paper deals with the information literacy with specific reference to social science disciplines. It

has been tried to discuss the need of information literacy and E-8 model of information literacy, in

the context of social science. Al the relevant examples and web addresses used in the paper are from

the field of social science subjects.

Introduction

In simple terms the study of human behaviour in its social and cultural aspect is called social science

and man is a social animal. The man is central part of the social science subject. In broader terms wemay say that the subjects which deals with the study of growth, development and over all well being

of societies and management of human behaviour is called social science. Now-a-days we are

experiencing the increasing role of information technology and its various applications in our day to

day life which are certainly affecting our behaviour, way of thinking and working. The free flow of

information via ICT is a boon and simultaneously a bane for the society. Information is power and

the rate of growth and development of a society is depends on the rate of use of information in

particular society. Based on the fact, UNESCO initiated Information for all program which is

dedicated to universal access to information and knowledge for development. IFAP is involved in

Raising awareness, Developing skills and capabilities and Assessing and documenting global

capabilities for information literacy. Information Literacy is a thrust area of IFAP.

Social Science:

A discipline or branch of science that deals with human behaviour in its social and cultural aspects is

called social science. The social sciences include cultural (or social) anthropology, sociology, social

psychology, political science, and economics. Also frequently included are social and economic

geography and those areas of education that deal with the social contexts of learning and the

relation of the school to the social order. History is regarded by many as a social science, and certain

areas of historical study are almost indistinguishable from work done in the social sciences. Most

historians, however, consider history as one of the humanities. It is generally best, in any case, to

consider history as marginal to the humanities and social sciences, since its insights and techniques

pervade both. The study of comparative law may also be regarded as a part of the social sciences,

although it is ordinarily pursued in schools of law rather than in departments or schools containing

most of the other social sciences.

Since the 1950s the term behavioural sciences has often been applied to the disciplines designated

as the social sciences. Those who favour this term do so in part because these disciplines are thus

brought closer to some of the sciences, such as physical anthropology and physiological psychology,

which also deal with human behaviour. Whether the term behavioural sciences will in time supplant

social sciences or whether it will, as neologisms so often have before, fade away is impossible to

say. For the purposes of this article, the two terms may be considered synonymous.


2/3

About the MOST Programme

The Management of Social Transformations (MOST) Programme is the only UNESCO programme thatfosters and promotes social science research. This places MOST in a pivotal position in the overallpromotion of UNESCO's goals.

Background

The Programme, launched in March 1994, is part of the Social and Human Sciences Sector (SHS) of

UNESCO. It was designed as a research programme to produce reliable and relevant knowledge for policy

makers. The original mandate established a strong commitment to the promotion of research that was

comparative, international, interdisciplinary and policy relevant. The programme was also designed to

organize and promote international research networks, to give attention to capacity building and to

establish a clearing house of knowledge in the social science field.

Reorientation of the Programme

In recognition of the increasing need to improve policy formulation, MOST has been reoriented, both

thematically and in its modalities of operation. This was done in response to the Recommendations[PDF,

82 KB] that were made during the 6th session of the Intergovernmental Council of the MOST Programme

(February 2003) and later approved by the 166th session of UNESCO's Executive Board (see 166 EX/41

[PDF, 20 KB] and 166 EX/Decision 3.1.4).

Its new focus is on building efficient bridges between research, policy and practice. The programme

promotes a culture of evidence-based policy-making nationally, regionally and internationally.

World Social Science Report 2010

Social science from Western countries continues to have the greatest global influence, but the field is

expanding rapidly in Asia and Latin America, particularly in China and Brazil. In sub-Saharan Africa, social

scientists from South Africa, Nigeria and Kenya produce 75% of academic publications. In South Asia,

barring some centres of excellence in India, social sciences as a whole have low priority. These are a few

of the findings from World Social Science Report, 2010: Knowledge divides.

Today, the natural sciences are imperative to address challenges such as AIDS, childrens health,

hunger and climate change, but they are insufficient. Indeed, complaints about the detrimental

consequences of science have increased, and technology and scientific findings are no longer

accepted without discussion.

Social sciences are needed to understand and influence how humans act. They are crucial to

implement the UN Millennium Development Goals: from reducing poverty to promoting gender

equality; they are needed to face challenges such as climate change, which are as much social

as natural.Hence, to face current and future challenges and effectively address global and local problems, more

and better social science is vital. To cope, capacity must be built, particularly in the regions where

social problems are most acute and social science is most anemic. The effective use of ICT in these

areas can make change.

Information Literacy

The growth development and application of ICT in different aspects of human activities created a

new type of illiteracy among literate peoples. In the very short span of time it became mandatory to
http://unesdoc.unesco.org/images/0013/001312/131254e.pdf#page=4http://unesdoc.unesco.org/images/0013/001312/131254e.pdf#page=4http://unesdoc.unesco.org/images/0013/001312/131254e.pdf#page=4http://unesdoc.unesco.org/images/0012/001297/129747E.pdf#page=12http://unesdoc.unesco.org/images/0012/001297/129747E.pdf#page=12http://unesdoc.unesco.org/images/0012/001297/129747E.pdf#page=12http://unesdoc.unesco.org/images/0012/001297/129747E.pdf#page=12http://unesdoc.unesco.org/images/0013/001312/131254e.pdf#page=4


3/3

learn and use the ICT based tools and services for growth and development of man and society in

large.

Information Literacy (IL) is the ability to define ones information needs and then to access, process

and use the retrieved information strategically for obtaining ones personal, professional and

educational goals.

UNESCO is strongly advocating the building of knowledge societies where the power of information

and communication helps people access the knowledge they need to improve their daily lives and

achieve their full potential. Increasingly, the concept of information literacy is considered as crucially

important to enable people to deal with the challenge of making good use of information and

communication technology.

Indeed, governments, intergovernmental and non-governmental organizations, academia, civil

society and the private sector have all come to the conclusion that computers, the Internet, and

hand-held wireless devices are driving today profound changes in the way pictures, voice, and

information are being created, transmitted, accessed and stored. But they also conclude thatlearning computer and media technologies are not enough if nations, institutions and individuals are

to reap the full benefi ts of the global knowledge societies.

References1. social science. (2008). Encyclopdia Britannica. Encyclopaedia Britannica 2008 Ultimate

Reference Suite. Chicago: Encyclopdia Britannica.

2. http://www.unesco.org/new/en/social-and-human-sciences/themes/social-

transformations/most-programme/about-most/

3. http://www.unesco.org/new/en/social-and-human-sciences/resources/reports/world-

social-science-report/

4. http://unesdoc.unesco.org/images/0018/001883/188395e.pdf
http://www.unesco.org/new/en/social-and-human-sciences/themes/social-transformations/most-programme/about-most/http://www.unesco.org/new/en/social-and-human-sciences/themes/social-transformations/most-programme/about-most/http://www.unesco.org/new/en/social-and-human-sciences/themes/social-transformations/most-programme/about-most/http://www.unesco.org/new/en/social-and-human-sciences/themes/social-transformations/most-programme/about-most/http://www.unesco.org/new/en/social-and-human-sciences/themes/social-transformations/most-programme/about-most/http://www.unesco.org/new/en/social-and-human-sciences/resources/reports/world-social-science-report/http://www.unesco.org/new/en/social-and-human-sciences/resources/reports/world-social-science-report/http://www.unesco.org/new/en/social-and-human-sciences/resources/reports/world-social-science-report/http://www.unesco.org/new/en/social-and-human-sciences/resources/reports/world-social-science-report/http://www.unesco.org/new/en/social-and-human-sciences/resources/reports/world-social-science-report/http://www.unesco.org/new/en/social-and-human-sciences/resources/reports/world-social-science-report/http://www.unesco.org/new/en/social-and-human-sciences/resources/reports/world-social-science-report/http://www.unesco.org/new/en/social-and-human-sciences/themes/social-transformations/most-programme/about-most/http://www.unesco.org/new/en/social-and-human-sciences/themes/social-transformations/most-programme/about-most/

Documents

ILforSScScholars