The University of Idaho (2011) has compiled a working definition of information literacy which it describes as a research skill set

characterized by the use of critical analysis research strategies and techniques, specifically the ability to identify what is needed for effective research, determine the best sources of needed research information, locating these sources, critically analyzing the content and communicating the results to others. The possession of information literacy skills are necessary in many professions but none more so than in field of education. Educators recognized that they needed not just administrative and leadership competencies to effectively instruct but they also needed information competencies to equal the challenges of todays education environment (Turusheva, 2009). Educators prepared with information literacy skills are able to model information literacy to their students regardless of grade level. (ALA, 2011). Therefore proficiency in information literacy is now an expectation of educators. The American Librarian Association (2011) states those preparing to become pre-kindergarten to twelfth grade (PK-12) teachers require a comprehensive understanding of information literacy to guide their own knowledge creation activities that will ultimately affect their future students (p.1). Educators must therefore possess information literacy skills if they are to effectively disseminate knowledge to students while simultaneously enhancing scholarship. Educators understand the value and importance of information and recognize their need to develop the skills necessary to navigate, evaluate and use information (Jenkins, 2006). This essay will examine how information literacy influences scholarship, practice, and leadership in the education profession. Scholarship is described as an academic quest for universal truths through research and study (Mentzer & Schumann, 2006). A critical component of scholarship is research. Effective scholarship is heavily dependent on objective and unbiased research and communication of

information. A solid understanding of library systems and course specific databases (information literacy skills) positively influences scholarship by allowing critical analysis and evaluation of information and their sources. Information literacy influences scholarship in the education profession in several ways. Information literacy reduces the difficulty in evaluating the glut of information available (Russell, 2009). Information literacy contributes to scholarship by allowing the learner to authenticate and validate information and sources with greater discernment. Authenticating and validating information are traditional gate keeping activities associated with scholarship enhancement. By combining their functional library, mass media and information technology skills with their ability to identify needed research information, determine the best sources of needed research information, critically analyze content and communicate this information, educators are perfectly positioned to help students utilize information effectively and efficiently. Information literacy also has many practical, pedagogical applications in education. The influence of information literacy allows educators to use previously underutilized information in new, creative ways. Educators proficient in information literacy, library databases, and information technology can decipher information quickly, use information effectively and disseminate knowledge efficiently. The practical application of this information can solve many of societys problems (Mentzer & Schumann, 2006). Practical functions are often the endproduct of research (produced using information literacy skills) in a particular discipline and that practical application often flows directly out of scientific activity (Boyer, 1990, p. 22). For example, the discovery of x-rays by physicists resulted in the introduction and use of x-rays in medicine.

The dynamics of todays society has resulted in the education community placing increasing importance on the possession of information literacy skills specifically the ability to identify what is needed for effective research, understand how to organize research information, determine the best sources of needed research information, locate these sources, critically analyze content and communicate the finding to others by both educators and students alike. According to Badke (2009) informational literacy is not remedial; It is foundational. Educators are mindful not to confuse information literacy with computer literacy when it comes to occupational guidance and preparation. According to Katz, Haras, Blaszczynski (2010) being ready for the workplace does not simply mean possessing technological skills (p. 125). It also includes the possession of information literacy skills which emphasize the ability to locate, evaluate and use effectively the information (American Library Association, 1989, p. 1). The influence of information literacy on leadership in education is quite significant. In education, a leadership skill set must include an information literacy component. It is important that all leaders (especially leaders in information-sensitive disciplines such as education, business and science) possess the ability to find desired information, gather it efficiently and communicate it others is critical quickly and effectively. Leaders in these disciplines integrate newfound information into either existing practical applications or into the development of new applications. Not surprisingly because of the importance associated with the possession of information literacy skills, there are clear indications that the development of this critical analysis skill set is being emphasized not just in the educational community but also in the business and scientific communities as well. The evidence supporting the trend towards an increased emphasis on the development of information literacy skills comes from todays many of todays top business

leaders (Ali, 2006: National Center on Education and the Economy, 2007; Workforce Readiness Project, 2006). Many businesses are now encouraging and supporting information literacy training (Kirtin & Barham, 2005). More and more corporations are implementing information literacy training programs for management leaders that parallel the curriculum and instruction witnessed in todays business schools. (Blaszczynski & Haras, 2008; Cooney, 2005). Information literacy development programs in the workplace are soon going to be the rule rather than the exception. In final analysis, the influence of information literacy on scholarship, practice and leadership in the education profession is clear and undeniable. A critical component of scholarship is research. Information literacy in education enhances research by developing the ability to research, evaluate, authenticate and, validate information and their sources with greater discernment. This results in greater scholarship. Relative to information literacy and practical applications, the ability to quickly and effectively decipher information results provides the education community with critical information needed to make important educational decisions. Finally, information literacy influences leadership in important ways. Information literacy allows education leaders to gather information efficiently and integrate this newfound information into practical educational applications. Educators, students and society benefit as a result of the positive influence information literacy has on scholarship, practice, and leadership.