INFORMATION LITERACY FOR SOCIAL SCIENCE SCHOLARS

ABSTARCT
The paper deals with the information literacy with specific reference to social science disciplines. It has been tried to discuss the need of information literacy and E-8 model of information literacy, in the context of social science. Al the relevant examples and web addresses used in the paper are from the field of social science subjects.

Introduction
In simple terms the study of human behaviour in its social and cultural aspect is called social science and man is a social animal. The man is central part of the social science subject. In broader terms we may say that the subjects which deals with the study of growth, development and over all well being of societies and management of human behaviour is called social science. Now-a-days we are experiencing the increasing role of information technology and its various applications in our day to day life which are certainly affecting our behaviour, way of thinking and working. The free flow of information via ICT is a boon and simultaneously a bane for the society. Information is power and the rate of growth and development of a society is depends on the rate of use of information in particular society. Based on the fact, UNESCO initiated Information for all program which is dedicated to universal access to information and knowledge for development. IFAP is involved in Raising awareness, Developing skills and capabilities and Assessing and documenting global capabilities for information literacy. Information Literacy is a thrust area of IFAP.

Social Science:
A discipline or branch of science that deals with human behaviour in its social and cultural aspects is called social science. The social sciences include cultural (or social) anthropology, sociology, social psychology, political science, and economics. Also frequently included are social and economic geography and those areas of education that deal with the social contexts of learning and the relation of the school to the social order. History is regarded by many as a social science, and certain areas of historical study are almost indistinguishable from work done in the social sciences. Most historians, however, consider history as one of the humanities. It is generally best, in any case, to consider history as marginal to the humanities and social sciences, since its insights and techniques pervade both. The study of comparative law may also be regarded as a part of the social sciences, although it is ordinarily pursued in schools of law rather than in departments or schools containing most of the other social sciences. Since the 1950s the term behavioural sciences has often been applied to the disciplines designated as the social sciences. Those who favour this term do so in part because these disciplines are thus brought closer to some of the sciences, such as physical anthropology and physiological psychology, which also deal with human behaviour. Whether the term behavioural sciences will in time supplant social sciences or whether it will, as neologisms so often have before, fade away is impossible to say. For the purposes of this article, the two terms may be considered synonymous.

About the MOST Programme

The Management of Social Transformations (MOST) Programme is the only UNESCO programme that fosters and promotes social science research. This places MOST in a pivotal position in the overall promotion of UNESCO's goals. Background The Programme, launched in March 1994, is part of the Social and Human Sciences Sector (SHS) of UNESCO. It was designed as a research programme to produce reliable and relevant knowledge for policy makers. The original mandate established a strong commitment to the promotion of research that was comparative, international, interdisciplinary and policy relevant. The programme was also designed to organize and promote international research networks, to give attention to capacity building and to establish a clearing house of knowledge in the social science field. Reorientation of the Programme In recognition of the increasing need to improve policy formulation, MOST has been reoriented, both thematically and in its modalities of operation. This was done in response to the Recommendations [PDF, 82 KB] that were made during the 6th session of the Intergovernmental Council of the MOST Programme (February 2003) and later approved by the 166th session of UNESCO's Executive Board (see 166 EX/41 [PDF, 20 KB] and 166 EX/Decision 3.1.4). Its new focus is on building efficient bridges between research, policy and practice. The programme promotes a culture of evidence-based policy-making nationally, regionally and internationally.

World Social Science Report 2010

Social science from Western countries continues to have the greatest global influence, but the field is expanding rapidly in Asia and Latin America, particularly in China and Brazil. In sub-Saharan Africa, social scientists from South Africa, Nigeria and Kenya produce 75% of academic publications. In South Asia, barring some centres of excellence in India, social sciences as a whole have low priority. These are a few of the findings from World Social Science Report, 2010: Knowledge divides.

Today, the natural sciences are imperative to address challenges such as AIDS, childrens health, hunger and climate change, but they are insufficient. Indeed, complaints about the detrimental consequences of science have increased, and technology and scientific findings are no longer accepted without discussion. Social sciences are needed to understand and influence how humans act. They are crucial to implement the UN Millennium Development Goals: from reducing poverty to promoting gender equality; they are needed to face challenges such as climate change, which are as much social as natural. Hence, to face current and future challenges and effectively address global and local problems, more and better social science is vital. To cope, capacity must be built, particularly in the regions where social problems are most acute and social science is most anemic. The effective use of ICT in these areas can make change.

Information Literacy
The growth development and application of ICT in different aspects of human activities created a new type of illiteracy among literate peoples. In the very short span of time it became mandatory to

learn and use the ICT based tools and services for growth and development of man and society in large. Information Literacy (IL) is the ability to define ones information needs and then to access, process and use the retrieved information strategically for obtaining ones personal, professional and educational goals. UNESCO is strongly advocating the building of knowledge societies where the power of information and communication helps people access the knowledge they need to improve their daily lives and achieve their full potential. Increasingly, the concept of information literacy is considered as crucially important to enable people to deal with the challenge of making good use of information and communication technology. Indeed, governments, intergovernmental and non-governmental organizations, academia, civil society and the private sector have all come to the conclusion that computers, the Internet, and hand-held wireless devices are driving today profound changes in the way pictures, voice, and information are being created, transmitted, accessed and stored. But they also conclude that learning computer and media technologies are not enough if nations, institutions and individuals are to reap the full benefi ts of the global knowledge societies.

References
1. social science. (2008). Encyclopdia Britannica. Encyclopaedia Britannica 2008 Ultimate Reference Suite. Chicago: Encyclopdia Britannica. 2. http://www.unesco.org/new/en/social-and-human-sciences/themes/socialtransformations/most-programme/about-most/ 3. http://www.unesco.org/new/en/social-and-human-sciences/resources/reports/worldsocial-science-report/ 4. http://unesdoc.unesco.org/images/0018/001883/188395e.pdf