Theorems of information literacy. A mathematical-like approach to the discourse of information literacy

The article recognises that the universe of discourse on Information Literacy (IL) has to be stratified into different layers. The proposed stratification can be of use both for a theoretical systematisation of the issue and for identifying a sequence of measures aimed at an effective propagation of a Culture of Information. The article presents a mathematical-like approach, which startsproposing the definitions of some basic concepts and then proceeds with 10 propositions or theses, each supported by a number of argumentations. The proposed theses are generated by the following perspectives of analysis of the Information Literacy phenomenon, and accordingly grouped: a) disciplinary perspective: analysis of IL as culture of Information and as a form of study of information; b) Social/political perspective: analysis of IL as an educational policy goal; c) Cognitive perspective: analysis of IL as a form of personal competence. As a consequence of the proposed theses, the following foci of the ILdis-course are identified: IL rationale (theses 1,2,3);Policy awareness (theses 4,5,6); Planning and implementation (theses 7,8,9); Individual development (thesis 10).