Information ethics in the context of information literacy

Title: Information ethics in the context of information literacy
Source document: ProInflow. 2016, vol. 8, iss. 2, pp. 85-96
  • ISSN
Type: Article
License: Not specified license

Notice: These citations are automatically created and might not follow citation rules properly.

The concept of information ethics is quite extensive. It is necessary to deal with it also with regard to information literacy, as prove recent and traditional concepts and definitions of information literacy with incorporated ethical espects. Information ethics and information literacy are closely connected, as illustrates the RPT (R-Resource, P-Product, T-Target) model of information ethics created by Luciano Floridi1, Christine Bruce's model of Seven Faces of information literacy, which deals with ethical aspects in connection with wise use of information2 and Nancy Tuana's concept of moral literacy3. Critical thinking is perceived as necessary in the context of both information literacy and information ethics. As Richard Paul4 stresses, information ethics without critical thinking can lead to indoctrination. On the basis of these approaches were created visualizations of connection between information ethics and information literacy.
[1] BENSLEY, D. Alan. Rules for Reasonig Revisited: Toward a Scientific Conception of Critical Thinking. In: Education in a Competitive and Globalizing World : Critical Thinking. New York: Nova, 2011, s. 1-36. ISBN 9781613244197.

[2] BRUCE, Christine. The Seven Faces of Information Literacy. Australia: Auslib Press, 1997. ISBN 978-1875145430.

[3] BUCHANAN, Elizabeth A. a Kathrine A. HENDERSON. Case Studies in Library and Information Science Ethics. USA: McFarland and Company, 2008. ISBN 978-0- 7864-3367- 4.

[4] CAPURRO, Rafael. Intercultural Information Ethics. [online]. 2004 [cit. 2015-06- 17]. Dostupné na:

[5] CAPURRO, Rafael. Towards an Ontological Foundation of Information Ethics. [online]. 2005 [cit. 2015-06- 17]. Retrieved from:

[6] CAPURRO, Rafael. Information Literacies: Understanding the Digital Age. In: [online]. 2014 [cit. 2016-06-16]. Retrieved from:

[7] ELDER, Linda a Richard PAUL. Ethical Reasoning Essential to Education. In: Critical Thinking Community [online]. 2011 [cit. 2016-06-16]. Retrieved from:

[8] FLORIDI, Luciano. The Ethics of Information. United States of America: Oxford University Press, 2013. ISBN 9780199641321.

[9] FLORIDI, Luciano. The Fourth Revolution: How the Infosphere is Reshaping Human Reality. Great Britain: Oxford University Press, 2014. ISBN 978-0199606726.

[10] Framework for Information Literacy for Higher Education. In: ALA [online]. 2015 [cit. 2016-06-16]. Retrieved from:

[11] HALPERN, Diane F. Teaching Critical Thinking for Transfer Across Domains: Dsipositions, Skills, Structure Training and Metacognitive Monitoring. American Psychologist. 1998, 53(4), 449-455. | DOI 10.1037/0003-066X.53.4.449

[12] HALPERN, Diane F. The Nature and Nurture of Critical Thinking. In: Critical Thinking in Psychology. USA: Cambridge University Press, 2007, s. 1-14. ISBN 9780521608343.

[13] LAU, Jesús. Guidelines on Information Literacy for Lifelong Learning. In: IFLA [online]. 2006 [cit. 2016-06-16]. Retrieved from:

[14] PAUL, Richard. Ethics Without Indoctrination. In: The Critical Thinking Community [online]. 2013 [cit. 2016-06-16]. Retrieved from:

[15] The SCONUL Seven Pillars of Information Literacy: Core Model For Higher Education. In: SCONUL [online]. 2011 [cit. 2016-06-16]. Retrieved from:

[16] Structures for Student Self-Assessment. In: Critical Thinking Community [online]. 2015 [cit. 2016-06-16]. Retrieved from:

[17] TUANA, Nancy. Conceptualizing Moral Literacy. Journal of Educational Administration [online]. 2007, 45(4), 364-378 [cit. 2016-06-16]. Retrieved from: | DOI 10.1108/09578230710762409