What is it about?
This paper argues that verbal communication and especially analytic-synthetic writing activities play an important role in information literacy needed for writing abstracts that result from professional summarising of information.
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Why is it important?
The “Information Literacy Competency Standards for Higher Education” (issued by the Association of College and Research Libraries, a division of the American Library Association) declares that “the information literate student summarizes the main ideas to be extracted from the information gathered”. This paper shows that this idea can be applied to the complex abstracting activities performed by different kinds of professionals. I am convinced that this paper’s content is valid for various researchers, and is of particular interest to (applied) linguists and to information professionals.
Perspectives
I don’t believe that abstracting has gone out of fashion, even if it seems to be. This is supported by the fact that this relatively old paper is still cited by some researchers, showing interest in abstracting. The reason of this may be that it is recognised that information literacy is tied to actively communicating.
Professor Tibor Koltay
Eszterházy Károly University
Read the Original
This page is a summary of: Abstracting: information literacy on a professional level, Journal of Documentation, September 2009, Emerald,
DOI: 10.1108/00220410910983146.
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