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Different views on information literacy (IL) as well as constantly changing information environments and contexts let ask for the core respectively the essential of IL as concept and as practice. With reference to academic research and writing respectively to the research process as part of academic disciplinary cultures an epistemological component appears - an „epistemic literacy“. IL is part of academic „Bildung“. Reflecting on information is part of the core of any IL. In the academic area this implies reflection about science as phenomenon, its characteristics, its theories and methods, its purposes, its visibility and its benefits as well as about its development to an „open science“. The reference of IL to the challenge of a global sustainable development makes visible that the epistemological component of IL is also important in regard to general education respectively to the non-academic area of promoting IL.
