What about creating and organizing?

According to the internationally widely accepted American Library Association " Information Literacy Competency Standards for Higher Education " , information literacy is a set of abilities requiring individuals to " recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. " [1]. The definition is illustrative of the the abilities based view of information literacy that was prevalent before and during the 1990's [2]. Bruce argued in 1997 [3] for another kind of viewpoint based on a more comprehensive user-centred view of information literacy that has become influential in the recent discussions on information literacy [8]. Even though the term information literacy may be considered to refer to a idea of using information in a broad non-specific sense, the conceptions of information literacy discussed in the literature have tended to focus on the seeking, locating, receiving and evaluating, but the idea has not really reverberated to practice. As Limberg and Sundin remark, the gap between policies, research results and practices seems to be a general tendency in the area [8]. Marcum criticised the narrow view of information literacy concept and argued for widening the perspective towards learning and more comprehensive socio-technical competence [9]. The perspective has been elaborated further by Tuominen et al. [17] who stressed the importance of seeing information literacies in the context of communities and their sociotechnical practices. Wilder [20] suggested that the weakness of the notion of information literacy is that users do not conceptualise their information related problems as difficulties to search or seek relevant information. The problem is rather in finding relevant high quality information. Another argument put forward by Wilder is that information literacy centric reasoning emphasises the complexity of retrieving and using information, a viewpoint that reminds of the tendencies to use information literacy as an advocacy of the library profession [12]. A more sensible and productive approach would be to try to reduce the complexity instead of attempting to teach a large group of people to master complex, but only instrumental, skills. Most of the information sought by the information literates and illiterates is created by fellow human beings. Therefore, an evident approach to help users is to reduce the complexity of information and