You are presented with multiple paper abstracts, alongside the associated literature review and chapter titles. Given the provided information, you are going to do a literature review. Please generate a coherent literature review that synthesizes the content, draws connections between different works, highlights major findings, and identifies any gaps in the existing research.

Literature Review Title: Information and digital literacies; a review of concepts 
Chapter Title:  Skill-based literacies; Library literacy 
1. Abstract of Cited Paper (BIB001):  The patterns and formats of information provision by newspapers and television news programmes are examines, with a case study of two incidents from the Gulf War. A content analysis is carried out, with a novel scheme of groups and categories to interpret and display information transfer patterns. The results are set in the context of a survey of the nature of news, and the influence of the media by which it is presented. A clear distinction between television and newspaper information content and format is found, and explained in terms of an underlying information structure. Consequences for public access to information are briefly considered.

Literature Review:
This term has two meanings. One, discussed below, refers to competence in the use of libraries, and is arguably a precursor to information literacy, and with a particular emphasis on being able to make informed decisions about sources of information. The other refers to the involvement of libraries in literacy programmes in the traditional sense, i.e. the teaching of reading skills; see, for example, BIB001 for examples of evaluation of such programmes, and  for an overview of computer-assisted adult literacy programmes based in libraries. This term has been used as the heading for a regular column in RQ, a journal devoted to aspects of reference librarianship first established in 1980, and dealing with aspects of library instruction and user education. In the first of these columns, library literacy was defined as 'the learning of the basic skills of finding information' (Lubans 1980) . Over the years, the column has dealt with a wide variety of topics within this general theme, with a gradual acceptance that the topic is rather broader and more complex than the original definition might suggest (Fatzer 1987) .  emphasises self-sufficiency as an essential part of library literacy, arguing that this allows 'the ability to make an intelligent decision about the best way to answer an articulated question, to pursue a more or less efficient organised search for the answer, and to know when the intervention of a specialist is necessary'. Fatzer(1987) regards library literacy 'not as the presence or absence of skills, but as progressive stages .. the library literate can follow a systematic path or search strategy to locate texts and evaluate the relevance of the information'. She suggests, by analogy with the progressive stages of literacy itself, from total illiteracy to full literacy, that there may be several stages of library literacy: • pre-library literacy (library illiteracy): the individual cannot find a book on the shelf without assistance • semi-library literacy: the individual can find books in a catalogue and on the shelf, and find articles in simple readers' guides • library literate: the individual can follow a systematic search strategy to locate and evaluate the most relevant information on a given topic • library fluent: understands patterns of communication and publication and is able to generalise and modify a search strategy to meet a variety of information needs  use the phrase 'The Library Literate' as the title of a 'guide to information literacy [sic] at the University of Memphis Libraries'. They suggest that the term has gone through a number of generations of meaning: initially 'being library literate .. meant asking a librarian to retrieve library materials for you', then at a later time '.. knowing how the card catalog was organized and how to translate call numbers into library locations'. At the present time, it includes an understanding of the range of choices of media and formats in which information is provided, and, beyond this, 'only those who are library literate can sort through the information and give it context in their pursuit of knowledge'. The term here takes on some of the connotations of information literacy, and digital literacy, discussed below. These authors also echo Fatzer (1987) in perceiving several levels of library literacy 'from mere awareness to successful library research'. 'Library literacy' is often taken as synonymous with 'bibliographic instruction', 'library skills', and the like. As noted below, it was one of a number of terms considered by BIB002 as alternatives to information literacy to best describe the newer type of formal instruction in library, and other, information resources. The term has somewhat fallen into disrepute as being too much, even exclusively, centred on library resources, though in practice it has often encompassed a broader scope: 'good library instruction has always transcended what its name implies' (Breivik1989).