Information-literate

Able to find, assess, use, and communicate information responsibly.

Reach for it when praising a complete information practice rather than mere search skill

Information-literate students checked the original report before repeating its headline.

• playful

  source-savvy

  practical awareness of source quality needs accessible wording

  not when Source-savvy is informal and may overrate confidence without method.

• everyday

  digitally literate

  competent use of digital tools and environments is central

  not when Digital literacy does not guarantee sound evaluation of claims.

• warm

  discerning

  quality differences are noticed with sound judgment

  not when Discerning can rely on taste and does not show a repeatable source process.

• professional

  media-literate

  messages from news, advertising, and entertainment are critically understood

  not when Media literacy is narrower than finding and using information across all sources.

• professional

  research-skilled

  formal search and evaluation methods are the demonstrated strength

  not when Research skill may be domain-specific and says little about ethical communication.

• formal

  critically informed

  knowledge has been examined rather than merely received

  not when Critically informed describes a result, not the ability to find and manage information.

• credulous
• uninformed
• source-blind

• information-literate learner

  An information-literate learner records where each claim originated.

• information-literate public

  An information-literate public still needs transparent access to primary records.

• become information-literate

  The course helps participants become information-literate through repeated source checks.

The compound is grounded compositionally in the cited sense of literacy. Competence should be demonstrated through specific practices, not assumed from tool use.