Information skills training and information literacy

What is information literacy?
Why is information literacy Important?
What are the key skills necessary to achieve information literacy?
As an educator, how can I ensure that my students develop these skills?
How can the Library help me ?
Staff publications about information literacy

What is information literacy?

The American Library Association defines information literacy as 'an understanding and set of abilities enabling individuals to recognise when information is needed and have the capacity to locate, evaluate, and use effectively the needed information’1 Although definitions may vary in detail, there is a common acceptance that information literacy focuses upon developing skills and knowledge in relation to finding, evaluating and working effectively with information.

These abilities are key skills for students, teachers and researchers.

1. Council of Australian University Librarians. Information Literacy Standards. Canberra: CAUL, 2001.

Why is information literacy important?

In our information rich world, where the scope of available information appears limitless, there is a growing need for researchers to become critical users of information. This doesn't simply mean knowing how to locate Internet resources. Instead information literacy focuses upon developing the skills necessary to seek out information from a variety of resources, look at what's found critically, and to use that information to complete assignments and construct research. The key goal of information literacy is to develop critical users of information

Recent reforms in higher education have placed greater emphasis on the need for students to develop skills and competencies that will increase their employability and lead to lifelong learning. There is an increased accountability for universities to ensure that students are acquiring the competencies that have been identified in teaching and learning plans. Deakin University has demonstrated its commitment to information literacy through the teaching and learning values and policies, such as the graduate attributes.

At a national level, the Council of Australian University Librarians (CAUL) have approved and endorsed The Australian and New Zealand Information Literacy Framework (PDF) 2nd ed. The Council of Australian State Libraries, TAFE and a number of University Councils have endorsed and adopted the standards for use in their institutions in recognition of the value of information literacy as a means of enhancing and improving learning. In 2002 Academic Board endorsed the CAUL standards. These standards provide the University with a set of principles to articulate information literacy expectations of students as they progress through their studies.

What are the key skills necessary to achieve information literacy?

A Deakin information literate staff member or graduate is one who can:

Recognise a need for information
Identify the types and sources of information required to address a problem
Find and retrieve information using different media
Use the information effectively and appropriately
Critically evaluate the information and its sources
Understand the discipline specific nature of information
Recognise information literacy as a prerequisite for lifelong learning

As an educator, how can I ensure that my students develop these skills?

Emphasise information literacy as a core graduate attribute.
Work collaboratively with the Library, Learning Services and others who can assist and advise on ways to develop information literacy across, and within, disciplines..
When auditing your curriculum for generic competencies, include information literacy on the list.
Be aware that information literacy is not a set of skills that can be developed in isolation. Consider the relationship between information literacy and other generic skills.
Set learning activities to facilitate students’ acquisition of skills within the context of the subject discipline.
Develop students’ abilities to become critical users of information by assigning research topics and assignments where students analyse and evaluate specific resources, or information sources
Foster active learning and application of knowledge with projects, case studies, problem-solving exercises, problem-based learning and hypothetical situations.
Use a variety of resources, such as online tutorials, to teach information literacy skills.
Ensure that links to appropriate online learning and information resources are embedded in your courses.
Consider the CAUL Information Literacy standards as a framework for developing and assessing student competencies.

How Can the Library Help Me ?

A key role of the Library is to provide leadership in developing and fostering information literacy within Deakin University.

We can:

Assist and advise educators on ways to develop information literacy across, and within, disciplines
Develop guides and other resources for your units, courses, newsletters and other course publications.
Work collaboratively with you in designing library assignments that will enhance and improve student learning
Provide training in the library, or in labs, for your students so they can do their research most effectively
Provide advice on appropriate library and information resources to support teaching and learning within disciplines
Help you to locate resources you need for your courses and your academic activities.

Contact your liaison librarian for further information and advice.

What online Library and information resources can I work with?

A wide variety of resources are available to support online teaching and learning:

e readings
electronic journals and books
book chapters
pictures and images
past exam papers
online library tutorials
research support web pages
subject guides and databases.

In most cases a web-based URL link is all that is needed to allow students to go directly to a reading, journal or tutorial. This means that a specific title can easily be made available to students within the context of unit-based materials mounted on Deakin Studies Online, or any web page.

Library staff publications about information literacy

Churkovich M.& Oughtred C., (2002), 'Can an online tutorial pass the test for library instruction? An evaluation and comparison of library skills instruction methods for first year students at Deakin University'. Australian and Academic Research Libraries 33(1), pp 25-38.

Lingham, B. et. al, (2001), 'Online Tutorials: New Horizons In The Delivery Of Flexible Online Training' in Revelling in Reference. 2001 RAISS, Reference and Information Services Section symposium proceedings 12-14 October 2001.Kingston, ACT : ALIA.

Lingham, B., (1999), 'Liaison: Today’s Partnerships Shape Tomorrow’s Success', presentation for the RAISS Conference 1999 & Beyond - Partnerships & Paradigms, Sydney Hilton 6-8 September 1999.

Lingham, B., (1996), 'PowerPoint for Teaching Internet Skills', presentation for the CAVAL Reference Interest Group (CRIG) Seminar The Use of Information Technology in Planning and Delivering Reader Education, Baillieu Library, Melbourne University.

Macauley, Peter. (2002) "Information literacy: the contrastive rhetoric." Unpublished keynote paper in Road Fill or Road Kill: Progressing Along the Information Highway, CAVAL Reference Interest Group 2002 Information Literacy Seminar, Melbourne, Victoria University of Technology.

Macauley, Peter. (2001) "Menace, missionary zeal or welcome partner? Librarian involvement in the information literacy of doctoral researchers" New Review of Libraries and Lifelong Learning 2, pp. 47-65.

Macauley, Peter and Cavanagh, Anthony K. (2001) "Doctoral dissertations at a distance: a novel approach from downunder" Journal of Library Administration 32 (1/2), pp. 331-346.

Macauley, Peter D. (2001) "Doctoral research and scholarly communication: candidates, supervisors and information literacy", PhD Thesis, Faculty of Education, Deakin University, Geelong.

Macauley, Peter. (2000) "Pedagogic continuity in doctoral supervision: passing on, or passing by, of information skills?" in Quality in Postgraduate Research: Making Ends Meet: Proceedings of the 2000 Quality in Postgraduate Research Conference, edited by M. Kiley and G. Mullins. The Advisory Centre for University Education, University of Adelaide, pp. 215-225.

Macauley, Peter and Addie, Jenny (1999) "Collaborating to a higher degree." in RAISS 1999 & Beyond: Partnerships & Paradigms Conference & Exhibition. Sydney

Macauley, Peter. (1999) "The proliferation of scholarly information and the challenges of information literacy for doctoral students at a distance". in Open, flexible and distance learning: challenges of the new millennium: Collected papers from the 14th Biennial Forum of the Open and Distance Learning Association of Australia, edited by C. Wilde. Deakin University & Gordon Institute of TAFE, Geelong: Open and Distance Learning Association of Australia, pp. 260-264.

Macauley, Peter and McKnight, Sue. (1998) "A New Model of Library Support for Off-Campus Postgraduate Research Students" in Quality in Postgraduate Research: Managing the New Agenda: Proceedings of the 1998 Quality in Postgraduate Research Conference, edited by M. Kiley and G. Mullins. The Advisory Centre for University Education, The University of Adelaide, pp. 95-106.

Macauley, Peter. (1997) "Distance education research students and their library use." Australian Academic and Research Libraries 28(3), pp.188-197.

Macauley, Peter. (1997) "Information needs of students." InCite 18(3), p.10.

Macauley, Peter. (1997) "The information needs of higher degree by research distance learners." in Open, flexible and distance learning: education and training in the 21st century, edited by J. Osborne, D. Roberts, and J. Walker. University of Tasmania, Launceston: Open and Distance Learning Association of Australia, pp. 276-280.

Macauley, Peter D and Cavanagh, Anthony K. (1996) "Information needs of distance education higher degree by research students." in Reading the future: proceedings of the Biennial Conference of the Australian Library and Information Association. World Congress Centre, Melbourne: Australian Library and Information Association, pp. 109-118.