UNIT 1: INTRODUCTION TO INFORMATION LITERACY

Transcription

1 UNIT 1: INTRODUCTION TO INFORMATION LITERACY LEARNING OUTCOMES Understand the concept of Information Literacy. Understand the importance of Information literacy. Understand the skills and abilities of an information literate individual. 1.1 INFORMATION Information has many definitions. Here are a few definitions for information. Scott (2012) defines information as data which has been recorded, classified, organized, related, or interpreted within a framework so that meaning emerges. Lucey, T. (2005) defines information as data that has been processed and communicated in such a way that it can be interpreted and understood by the recipient. According to the American Library Association (ALA), information is... all ideas, facts, and imaginative works of the mind which have been communicated, recorded, published and/ or distributed formally or informally in any format. From the definitions given above, it can be deduced that information is connected to both knowledge and communication. It can therefore, consist of everything from spoken words, written communication, sheets of music, photographs and paintings, to computer codes and scientific formulae. Information must have a context from which we can understand it. It must have a framework that gives it a meaning. Information comes from many sources. We are all surrounded by information newspapers, billboards, internet, television, radio, our surroundings and people. Information can also be discovered and created. A researcher who has discovered new medicine has created information. You also create new information when you research and write your assignments and dissertations and support your arguments with the research of others. 1.2 INFORMATION LITERACY We all have some understanding of what it means to be literate. It means we can read and write. Literate also means having knowledge or skill in a certain field such as medicine, law, engineering or banking. So being information literate means having knowledge about information. Scott (2012) defines information literacy as the ability to find, evaluate, and use information efficiently, effectively, and ethically to answer an information need. 1

2 Information need can be anything from determining a fair price for a good used car to developing a new product. Writing a research paper is an information literacy process. It involves finding and applying information to answer your research questions to either support or disprove your hypothesis. To do this well, you want to evaluate the information you use to ensure its quality while recording the publication information you need to give credit to the people whose ideas you use. Bothma (2008) defines information literacy as a set of abilities to know when information is needed, to be able to find and evaluate information and use the information that was found. It is a set of abilities that are used everyday in the workplace, at home, at University and school everywhere. Doyle (1992) defined an information literate person as one who: Recognizes the need for information; Recognizes that accurate and complete information is the basis for intelligent decision making; Identifies potential sources of information; Develops successful search strategies; Accesses sources of information, including computer-based and other technologies; Evaluates information; Organizes information for practical application; Integrates new information into an existing body of knowledge, and; Uses information in the process of critical thinking and problem solving. 1.3 SKILLS POSSESSED BY AN INFORMATION LITERATE INDIVIDUAL The Association of College and Research Libraries has their own criteria of what information literacy is all about, and they are collected in a document called Information Literacy Competency Standards for Higher Education. It lists the skills you should have and what you should be able to do when you learn about information literacy: Determine the extent of information needed. If you need only a quick fact or definition, then you do not have to consult multiple sources and find 10 research articles. You only need to consult an encyclopaedia or dictionary. If you have to write a paper, then using an encyclopaedia will not give you enough information to answer your research question Access the needed information effectively and efficiently. You know where to look and how to look for the information you need quickly Evaluate information and its sources critically, and incorporate selected information into one s knowledge base. You can determine if the information you found is appropriate to your research and whether the information, or its source, is good or bad, and you learn from all that information you gathered. 2

3 1.3.4 Use information effectively to accomplish a specific purpose. You write your research paper, develop your new process or market a product, and accomplish your task well Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally (Association of College and Research Libraries 2000). You understand the concept of intellectual property and know the consequences of plagiarizing someone else s ideas. You know how to cite your sources. Adapted from Information Literacy Competency Standards for Higher Education by the Association of College and Research Libraries, a division of the American Library Association, copyright 2000 American Library Association. The above skills are summarized in the diagram below: Flow of information literacy skills 1.4 IMPORTANCE OF INFORMATION LITERACY According to the Association of Research and College Libraries, Information literacy forms the basis of lifelong learning. It is common to all disciplines, to all learning 3

4 environments, and to all levels of education. It enables learners to master content and extend their investigations, become self-directed, and to assume greater control over their own learning. Here are a few points that make Information Literacy important: Leadership for the Future Terry Crane, VP for Education Products at AOL, writes in the September 2000 issue of Converge, Young people need a baseline of communication, analytical, and technical skills. We are no longer teaching about technology, but about information literacy which is the process of turning information into meaning, understanding, and new ideas. Students need the thinking, reasoning, and civic abilities that enable them to succeed in and ultimately lead a contemporary democratic economy, workforce, and society. (Source: profile.shtml) Function as A Lifelong Learner "Within today's information society, the most important learning outcome for all students is their being able to function as independent lifelong learners. The essential enabler to reaching that goal is information literacy." (Source: Breivik, Patricia. "Information Literacy and Lifelong Learning: The Magical Partnership." International Lifelong Learning Conference, Central Queensland University, Essential for future success Anthony Comper, president of the Bank of Montreal - whatever else you bring to the 21 st century workplace, however great your technical skills and however attractive your attitude and however deep your commitment to excellence, the bottom line is that to be successful, you need to acquire a high level of information literacy. What we need in the knowledge industries are people who know how to absorb and analyze and integrate and create and effectively convey information and who know how to use information to bring real value to everything they undertake. (Source: Avoiding Information Overload The increasingly complex world in which we live now contains an abundance of information choices print, electronic, image, spatial, sound, visual, and 4

5 numeric. The issue is no longer one of not having enough information; it is just the opposite too much information, in various formats and not all of equal value. In a time of more than 17 million Internet sites, three billion Web pages, and more than a million items in a typical medium-sized academic library, the ability to act confidently (and not be paralyzed by information overload) is critical to academic success and personal selfdirected learning Problem Solvers Individuals who are knowledgeable about finding, evaluating, analyzing, integrating, managing, and conveying information to others efficiently and effectively are held in high esteem. These are the students, workers, and citizens who are most successful at solving problems, providing solutions, and producing new ideas and directions for the future. They are lifelong learners. Today s students, then, can benefit throughout their lives from learning a process for becoming information literate that is, acquiring the skills required to intelligently and systematically find, interpret, select, evaluate, organize, and use information for a specific purpose. 1.5 INFORMATION LITERACY AND RESEARCH MODELS There are various models that have been postulated by different researchers regarding the way people carry out their research and problem solving. The following are some of the common models. 1. Eisenberg/Berkowitz s Big6 Information Problem Solving model 2. SCONUL S (Society for College, National and University Libraries) Seven Pillars of Information Literacy 3. Kuhlthau s Information Seeking model 4. Pitts/Stripling s Research Model 5. Pappas/Tepe s Pathways to Knowledge In this module emphasis is going to be placed on Eisenberg and Berkowitz s Big6 Information Problem Solving Model and the SCONUL s Seven Pillars of Information Literacy The Big6 Information Problem Solving Model Big6 is a six-stage model that helps anyone solve problems or make decisions by using information. The Big 6 format teaches students to identify areas of interest, learn information-seeking strategies, and develop skills in organizing and sharing information with others. Topics for investigation can be developed in any content area. The Big6 model is comprised of six important steps that an individual needs to pass through in order to carry out an effective research process. 5

6 STEP 1 - Task definition This is where the person identifies the problem or task and questions that may need to be answered. 1. Define the problem 2. Identify information needed in order to complete the task (to solve the information problem). STEP 2 - Information seeking strategies At this step, the student identifies reliable sources of information. 1. Determine the range of possible sources (brainstorm). 2. Evaluate the different possible sources to determine priorities (select the best sources). STEP 3 - Location & Access The student finds and accesses the information identified in step Locate sources (intellectually and physically). 2. Find information within sources. STEP 4 - Use of information The students decide which information applies to the problem and is most useful. 1. Engage (e.g. read, hear, view, touch) the information in a source. 2. Extract relevant information from a source. STEP 5 - Synthesis In step 5, the information is organized and presented. 1. Organize information from multiple sources 2. Present the information STEP 6 Evaluation A critical analysis of how effective the product is. Did the student accomplish the task and answer the problem identified in step 1? 1. Judge the product (effectiveness) 2. Judge the information problem-solving process (efficiency) Sconul s Seven Pillars Of Information Literacy Information Literacy is an umbrella term which encompasses concepts such as digital, visual and media literacies, information handling, information skills and data management. 6

7 Definition Information literate people will demonstrate an awareness of how they gather, use, manage, synthesise and create information and data in an ethical manner and will have the information skills to do so effectively. In the 21st century, information literacy is a key attribute for everyone, irrespective of age or experience. Information Literacy is evidenced through understanding the ways in which information and data are created and handled, learning skills to manage and use them and modifying learning attitudes, habits and behaviours to appreciate the role of information literacy in learning. In this context learning is understood as the constant search for meaning by the acquisition of information, reflection, engagement and active application in multiple contexts. This model defines the core skills and competencies (ability) and attitudes and behaviours (understanding) at the heart of information literacy development in higher education. Summary of the Seven Pillars of Information Literacy Piller - Identify Able to identify a personal need for information 7

8 Understands: a) That new information and data are constantly being produced and that there is always more to learn b) That being information literate involves developing a learning habit so new information is being actively sought all the time c) That ideas and opportunities are created by investigating/seeking information d) The scale of the world of published and unpublished information and data? Is able to: a) Identify a lack of knowledge in a subject area b) Identify a search topic / question and define it using simple terminology c) Articulate current knowledge on a topic d) Recognise a need for information and data to achieve a specific end and define limits to the information need e) Use background information to underpin the search f) Take personal responsibility for an information search g) Manage time effectively to complete a search Piller - Scope Can assess current knowledge and identify gaps Understands: a) What types of information are available b) The characteristics of the different types of information source available to them and how they may be affected by the format (digital, print) c) The publication process in terms of why individuals publish and the currency of information d) Issues of accessibility e) What services are available to help and how to access them Is able to: a) Know what you don t know to identify any information gaps b) Identify which types of information will best meet the need c) Identify the available search tools, such as general and subject specific resources at different levels 8

9 d) Identify different formats in which information may be provided e) Demonstrate the ability to use new tools as they become available Plan Can construct strategies for locating information and data Understands: a) The range of searching techniques available for finding information. b) The differences between search tools, recognising advantages and limitations c) Why complex search strategies can make a difference to the breadth and depth of information found d) The need to develop approaches to searching such that new tools are sought for each new question (not relying always on most familiar resources) e) The need to revise keywords and adapt search strategies according to the resources available and / or results found f) The value of controlled vocabularies and taxonomies in searching Is able to: a) Scope their search question clearly and in appropriate language b) Define a search strategy by using appropriate keywords and concepts, defining and setting limits c) Select the most appropriate search tools d) Identify controlled vocabularies and taxonomies to aid in searching if appropriate e) Identify appropriate search techniques to use as necessary f) Identify specialist search tools appropriate to each individual information need Gather Can locate and access the information and data they need Understands: a) How information and data is organised, digitally and in print sources b) How libraries provide access to resources c) How digital technologies are providing collaborative tools to create and share information d) The issues involved in collecting new data 9

10 e) The different elements of a citation and how this describes an information resource f) The use of abstracts g) The need to keep up to date with new information h) The difference between free and paid for resources i) The risks involved in operating in a virtual world j) The importance of appraising and evaluating search results Is able to: a) Use a range of retrieval tools and resources effectively b) Construct complex searches appropriate to different digital and print resources c) Access full text information, both print and digital, read and download online material and data d) Use appropriate techniques to collect new data e) Keep up to date with new information f) Engage with their community to share information g) Identify when the information need has not been met h) Use online and printed help and can find personal, expert help Evaluate Can review the research process and compare and evaluate information and data Understands: a) The information and data landscape of their learning/research context b) Issues of quality, accuracy, relevance, bias, reputation and credibility relating to information and data sources c) How information is evaluated and published, to help inform personal evaluation process d) The importance of consistency in data collection e) The importance of citation in their learning/research context Is able to: a) Distinguish between different information resources and the information they provide b) Choose suitable material on their search topic, using appropriate criteria 10

11 c) Assess the quality, accuracy, relevance, bias, reputation and credibility of the information resources found d) Assess the credibility of the data gathered e) Read critically, identifying key points and arguments f) Relate the information found to the original search strategy g) Critically appraise and evaluate their own findings and those of others h) Know when to stop Manage Can organise information professionally and ethically Understands: a) Their responsibility to be honest in all aspects of information handling and dissemination (e.g. copyright, plagiarism and intellectual property issues) b) The need to adopt appropriate data handling methods c) The role they play in helping others in information seeking and management d) The need to keep systematic records e) The importance of storing and sharing information and data ethically f) The role of professionals, such as data managers and librarians, who can advise, assist and support with all aspects of information management Is able to: a) Use bibliographical software if appropriate to manage information b) Cite printed and electronic sources using suitable referencing styles c) Create appropriately formatted bibliographies d) Demonstrate awareness of issues relating to the rights of others including ethics, data protection, copyright, plagiarism and any other intellectual property issues e) Meet standards of conduct for academic integrity f) Use appropriate data management software and techniques to manage data 11

12 Present Can apply the knowledge gained: presenting the results of their research, synthesising new and old information and data to create new knowledge and disseminating it in a variety of ways Understands: a) The difference between summarising and synthesising b) That different forms of writing/ presentation style can be used to present information to different communities c) That data can be presented in different ways d) Their personal responsibility to store and share information and data e) Their personal responsibility to disseminate information & knowledge f) How their work will be evaluated g) The processes of publication h) The concept of attribution i) That individuals can take an active part in the creation of information through traditional publishing and digital technologies (e.g. blogs, wikis) Is able to: a) Use the information and data found to address the original question b) Summarise documents and reports verbally and in writing c) Incorporate new information into the context of existing knowledge d) Analyse and present data appropriately e) Synthesise and appraise new and complex information from different sources f) Communicate effectively using appropriate writing styles in a variety of formats g) Communicate effectively verbally h) Select appropriate publications and dissemination outlets in which to publish if appropriate i) Develop a personal profile in the community using appropriate personal networks and digital technologies (e.g. discussion lists, social networking sites, blogs, etc.) 12

13 1.6 SOURCES OF INFORMATION SOURCE OF INFORMATION Primary Sources Secondary Sources DESCRIPTION EXAMPLES SOURCES These are original materials on which other research is based. They are usually the first formal appearance of research results in the print or electronic literature. They present information in its original form, neither interpreted nor condensed nor evaluated by other writers. Not translated by anyone else. Has not been published elsewhere. Secondary sources are edited primary sources. Repackaged They represent someone else's thinking. They describe, interpret, analyse and evaluate the primary sources. 13 People's accounts of events at which they were present. Original artwork. Handwritten manuscripts. Artifacts such as arrowheads, pottery, furniture, and buildings, Research article on the discovery of a new virus An article that critiques a novel/ Newspaper editorial. Newspaper Report on a journal article. Notes borrowed from classmates for a missed class. Autobiographies Correspondence First hand accounts Diaries Interviews Personal narratives Paintings Photographs Research journals Biographies Bibliographies books & papers on a topic literary criticism & interpretation historical criticism political analyses review articles analyses of social policy

14 They comment on and discuss the evidence provided by primary sources. Lead to primary sources. Tertiary Sources A selection or compilation of primary and secondary sources of information. Tertiary sources tend to be more focused on the identification of scholarly work than on the content itself. bibliographies, library catalogues, Directories. Reading lists. Survey articles. Encyclopedias. Abstracts Bibliographies Dictionaries Encyclopaedias Directories guidebooks and manuals population registers In some instances tertiary sources embrace both secondary and tertiary sources, presenting on the one hand commentary and analysis, while on the other attempting to provide a synoptic overview of the material available on the topic. 14

15 Tertiary sources are usually not credited to a particular author. They provide a superficial overview of what the topic includes, its basic terminology, and often references for further reading. CHARACTERISTICS OF INFORMATION CHARACTERISTICS DESCRIPTION EXAMPLES SOURCES Factual Information made up of Today's date dictionaries. facts Historical atlases. nonexplanatory Events handbooks Temperature directories real in a place something that actually Distance exists. between places Analytical Information Interpretation s, Analysis Criticisms Lecturer explaining a particular paragraph in a textbook. Analyses of trends Product market analyses Reviews Statistical digests Monetary policy reviews Political commentaries Books Subject Encyclopedias 15

16 Future growth projections Subjective Information Objective Information personal view(particul ar to a given individual) prejudiced (emanating from a person's emotions and prejudices ) Existing in the mind Not easily verified. can be interpreted differently by other people; as opposed to "Objective" information. Nonjudgemental and balanced reporting. Without bias Not influenced by personal feelings, interpretation s or prejudices. Presents all sides of a topic. Observable Classmate's evaluation of a lecturer. Editorial in a newspaper. Political manifestoes Chronology of the feminist movement. Balanced political reporting. Individuals, Newspapers, Political party manifestoes, Media Encyclopaedias Subject Dictionaries 16

17 As close to the truth as we can get Helpful in decisionmaking. Based on facts 17