Information literacy: the case or non‐case of Norway?

The term “information literacy” does not have an exact parallel in the Norwegian language, but information policy strategies as well as educational reforms are nevertheless preoccupied with the main elements covered by the term – the ability to find and critically evaluate information within a learning and ICT‐based context. Information literacy consciousness seems to be highest in colleges and universities. Information literacy can be regarded as an essential part of education and learning, of the political goal of promoting social equality and of industrial and economic innovation and competitive ability. In the first planning documents dealing with Norway on the information superhighway, the traditional ideal of equality seemed central. Assignment of responsibility for policies in this field to the ministry of industry and trade may have led to the values of equality being somewhat toned down at the expense of innovation and competitive ability.