The University of Bolton Information Literacy Framework
Contents 1. Objectives page 3 2. What is information literacy? page 4 3. The institutional context page 5 4. The wider context page 6 5. Conclusions and recommendations page 8 6. The Framework page 9 7. Bibliography page 15 8. Appendices page 16 2
1. Objectives of the framework This framework will address the issue of information literacy throughout the university, and is designed to: raise awareness of the importance of information literacy establish a set of attributes/competencies which can be developed progressively through taught programmes include information literacy within the student PDP process increase the training for students on taught programmes in conjunction with Schools and Subject Groups develop and expand methods of delivery e.g. online (through WebCT) and dropin sessions provide information skills training for research students help academic and support staff feel confident in their own information literacy skills ensure that information skills teaching is of a high standard throughout the university Shirley Ward May 2008 3
2. What is Information Literacy? 2.1 Information Literacy is the capacity of an individual to recognise when information is needed and have the ability to locate, evaluate, and use effectively the needed information (ALA, 1989) 2.2 Information literacy encompasses library user education, information skills training and education, and those areas of personal transferable or key skills relating to the use and manipulation of information in the context of learning, teaching and research issues in higher education (SCONUL, 2004) 2.3 The most authoritative definition (for Librarians) is from the Chartered Institute of Library and Information Professional (CILIP): Information Literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner (CILIP, 2004) 2.4 An information literate person is, therefore, independently capable of finding good-quality information and making discriminating use of it. 2.5 Information Literacy is a set of attributes which individuals need in today s information-oriented society. Learning from information resources has always been at the heart of any course of study. However, increased access to computers and to information from a variety of sources, and in a variety of formats, highlights the need for information skills in everyday life, and lifelong learning as well as in formal education. 2.6 The explosion of internet usage in recent years, means that there is now more information, easily accessible to more people than ever before. Issues such as the validity and reliability of information gathered from the internet, in particular, as well as the volume of available information from more academic sources, means that the individual has to be increasingly aware of good searching and evaluation skills, especially at the higher education level. Why do students need to be information literate? 2.7 There are two main reasons why students need to use information effectively: because it improves the quality of their learning; and it is an essential skill for them to take with them into their working lives. 2.8 Information literacy is clearly an essential academic skill. It creates independent students who do not have to rely on being spoon fed by their tutors. Information literate students can critically analyse the information they find, and use it in the most productive way. 2.9 The university s strategic plan states that the university s strategic and resource decisions will be based on supporting career-motivated students to develop into competent, confident and committed professionals (page 3). Information literacy is, therefore, critical to preparing students for employment and to become lifelong learners. 4
3. The institutional context 3.1 The University of Bolton s Strategic plan 2006-2012 says that the University is a community of professionals committed to developing other professionals 3.2 It embraces high academic standards and overlays them with a clear-sighted focus on professional requirements. It develops highly respected and sought-after graduates who are not only technically competent but actively engaged in, and informed about, their professions, and who adopt lifelong learning as a personal and career commitment (page 3) 3.3 Although not explicitly mentioned, being information literate is a critical component of being a professional. 3.4 An Information Literacy framework would sit within several of the strategic goals described in the plan: encouraging a high degree of student self-responsibility, self-evaluation and self-awareness to improve graduates skills for career success (page 10) provide[d] the infrastructure, systems and facilities necessary to support academic success (page 11) develop[ed] strong research study and research student training programmes in departments (page 14) producing graduates who are competent, confident and capable of delivering superior professional work, and of making significant contributions to the success, profitability and sustainability of their employers or their own enterprises (page 17) 3.5 The university s Learning, Teaching and Retention sub-strategy also has objectives which relate to the need for an information literacy framework. For example: develop new learning and teaching strategies to meet the needs of the Professional University, encouraging students to become independent learners, who are actively engaged in their own learning, self-aware, enterprising and creative. (objective 2.2 ) support students in developing a focus centred on the Professional University, developing the concept of lifelong learning through CPD and other methods (activity 2.2.3) promote the development of undergraduate students research skills (objective 5.2) 5
4. The wider context 4.1 To put this topic in context of the national agenda, we need to look at the Government White Paper ( The future of Higher Education ) of January 2003, and also the QAA s agenda. 4.2 The Government white paper stated that: As well as improving vocational skills, we need to ensure that all graduates, including those who study traditional academic disciplines, have the right skills to equip them for a lifetime in a fast changing work environment (DfES, 2003) 4.3 The QAA s agenda states that: Graduates with a bachelor s degree with honours will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively (QAA 200?) 4.4 Much of the discussion on information literacy in UK higher education centres around the SCONUL seven pillars model (2003), and the standards devised by the US based Association of College and Research libraries (ACRL) in 2000. 4.5 The ACRL standards define information literacy as: an intellectual framework for understanding, finding, evaluating, and using information activities which may be accomplished in part by fluency with information technology, in part by sound investigative methods, but most important, through critical discernment and reasoning (ACRL, 2000) 4.6 They stated that the information literate person must be: able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information (ACRL, 2000) [See Appendix 1 for more information on the ACRL Standards] 4.7 The proposal is that an Information Literacy policy for the University of Bolton, should be pursued, using the SCONUL (Society of College, National and University Libraries) Seven Pillars model (Johnson and Hathaway, 2003) as a basis. This recognises seven headline skills which need to be achieved before a person can be considered information literate: the ability to recognise a need for information the ability to distinguish ways in which the information gap may be addressed the ability to construct strategies for locating information 6
the ability to locate and access information the ability to compare and evaluate information obtained from different sources the ability to organise, apply and communicate information to others in appropriate ways the ability to synthesise and build upon existing information, contributing to the creation of new knowledge Users progress through the skills (sometimes described as pillars ), starting as a novice information user, and finally becoming an expert information user. [See appendix 2 for a fuller description of the seven pillars approach] 4.8 Various authors have described similar skills to the seven pillars (for example Hepworth, 1999 and Langford, 2002), and many academic libraries are adapting them in designing their own information literacy programmes. Also of particular note is the work of Susanne Bjorner (1991). She described various outcome measures in relation to information literacy and similarities can be drawn between these and the seven pillars : recognise the need for information recognise that accurate and complete information is the basis for intelligent decision making formulate questions based on information needs identify potential sources of information develop successful search strategies access sources of information, including computer-based and other technologies evaluate information organise information for practical application integrate new information into an existing body of knowledge use information in critical thinking and problem solving 4.9 Information literacy training is taking on increasing importance, especially as more information becomes available in electronic formats. The skills required for accessing information online are very different from those used to access print material, and students need to be competent in both, in order to be successful in their future careers once they have completed their university studies. 4.10 Employers expect graduates to have certain skills (sometimes described as Graduate Skills ) and these almost always include being able to find, use and analyse/evaluate information, both from printed and electronic sources. These skills are critical to the university s agenda to become a Professional University 7
5. Conclusions and Recommendations 5.1 It is clearly of importance to the university to produce graduates who are equipped to enter the world of work; graduates who can gain employment, continue to improve their skills, and become useful members of society 5.2 Retention is also of considerable importance to the university, and providing students with the opportunity to become Information Literate has been shown (in other institutions) to enable them to complete their courses, and gain their qualifications. 5.3 It is therefore recommended that: this framework be used as a guide to including/embedding information literacy skills into each programme of study a summary of the framework be included in each programme handbook, explaining what resources/help will be available each subject group/ pathway nominates a member of staff who is their champion (and therefore responsible) for information literacy each school holds a staff development session to reflect on the framework and it s implications for them a university-wide structure of support for students in this area is implemented with a central unit taking the lead a revision/training programme be implemented for university staff, to ensure a uniform knowledge of information literacy across the institution there should be a requirement that all validation documentation includes explicit consideration of the Information Literacy framework provision consideration be given to extending information literacy training to sixth form colleges/secondary schools, as part of awareness raising about studying in HE 8
6. The framework 6.1 The purpose of an Information Literacy framework is to outline skills to be developed at each level of higher education, with indicative learning outcomes. 6.2 The framework will be a tool to help course teams develop Information Literacy outcomes, of relevance to their course requirements, within a defined context. 6.3 This framework uses the SCONUL headline skills (see page 17) as a basis for the Core Standards required to be an information literate person. 6.4 To meet the Core Standards an information literate person: Recognises the need for information, and the nature and extent of that information (Recognise) Finds the needed information effectively and efficiently (Find) Critically evaluates both the information retrieved and the process used to retrieve it (Evaluate) Compares and evaluates information obtained from different sources (Compare) Manages the collected information in a meaningful and efficient way (Manage) Applies and communicates the information to others in appropriate ways (Communicate) Uses information with understanding; acknowledging cultural, ethical, economic, legal and social issues surrounding the use of information (Utilise) 6.5 This framework describes the learning outcomes and competencies/skills which students should achieve at each level of their university life, from Level zero (Library induction) to Level four (postgraduate students). N.B. Basic word processing and e-mail skills are included at level 1 as these are the minimum which are required to begin a journey through higher education. Whilst some of the competencies are listed only at one level, it is recognised that the skills should continue to be practiced, and will be cumulative throughout a student s course. 9
Level Zero Library induction Learning outcomes (after the induction period) Understand the need for information Recognise that there are different sources of information Recognise the different methods employed to find information Competencies/Skills Access the library catalogue search by author, title and keyword for books and journals Be aware of the Dewey decimal Classification system Understand the difference between electronic and print resources Know which material is located where in the library Know how to borrow, renew, return and reserve library materials Understand Library regulations regarding the use of facilities and services Know where to go, and whom to ask for help, in the Library 10
Level One First year undergraduate Learning Outcomes (by the end of the first year) Library and Information skills identify, locate and evaluate appropriate academic sources for a set academic task, using key library and information skills and acknowledging their use Word processing create appropriately organised and formatted documents using a word processing package E-mail use an email package to communicate effectively Competencies/Skills Recognise Use the library catalogue to find items on a reading list Understand the difference between a book and a journal Understand electronic access to information, both on and off-campus Find Locate items in the library Use general reference sources to increase familiarity with a topic Know how to locate relevant journals, access relevant databases, and retrieve journal articles Use a search engine to conduct a basic internet search Construct a basic search strategy using commands appropriate to the information source being used (including Boolean logic) Understand how to apply for an interlibrary loan Evaluate Understand the difference between a primary and secondary source Evaluate the quality of information (both printed and electronic) using criteria such as authorship, bias, currency, validity etc. Define the methods and approaches chosen to locate information, and be able to explain the process Manage Be able to read text, select material and summarise in own words Understand the need to keep records of searches and resources found Understand what constitutes Plagiarism and how to correctly cite the work of others Communicate Cite references correctly in the text of written work Create a bibliography by referencing books, journals and online material using the appropriate method Know how to use the Turnitin software Word processing skills Adjust font size and type within a word processed document Change line spacing, alignment and tabs within a document Insert and delete page breaks within a document E-mail skills Send emails to an individual and a group of people by setting up a distribution list Send and receive a message with an attachment 11
Level Two Second year undergraduate Learning Outcomes (by the end of the second year) Recognise the need for information required for a task and be able to identify and search a range of appropriate sources to locate and retrieve that information Evaluate the information retrieved and be able to select from relevant primary and secondary sources Competencies/Skills Recognise Define the information needed for a particular task Understand that background research might be needed to inform a search Find Construct an advanced search strategy using commands appropriate to the information source being used (i.e. including Boolean logic) Limit electronic searches where necessary using criteria such as date, language etc. Evaluate Select an appropriate type of information from the various ones available Distinguish between indexes, online databases, search engines and subject gateways Identify keywords, synonyms and related terms for the information needed, and be aware of differences in spelling and terminology (i.e. English v. American) Refine or modify the information need to achieve manageable results Be aware of external sources of information where appropriate e.g., other library catalogues, inter library loans, SCONUL Access, NoWAL agreements etc. Evaluate the quality of information retrieved (printed or online) using criteria such as authorship, bias, currency, validity etc. Manage Know how to set up and manage (electronic) search histories Download and print retrieved records Communicate Use appropriate media formats (i.e. other than print) to produce presentations Know how to present information to an audience using presentation software (e.g. PowerPoint) 12
Level Three Third year undergraduate and above Learning Outcomes (at graduation) Develop and implement an information retrieval strategy appropriate to a topic or problem Select from a range of relevant primary and secondary sources to extend their knowledge of a topic Develop a range of strategies to keep up-to-date with the literature in the discipline Competencies/Skills Recognise Develop a research plan appropriate to the topic selected Find Identify the most appropriate resources to meet the information need Identify the different levels of available information (primary, secondary tertiary) Create a search strategy, having identified key concepts and terms for the information need Understand the advanced search options in electronic databases, and the use of Boolean logic Evaluate Reflect on the research process, assess whether the information need has been met and redefine/revisit if necessary to locate more relevant material Use current awareness services to set up search alerts Critically evaluate reliability, validity, authority, bias etc. of information retrieved, comparing information from a range of sources Compare Be able to use external sources of information where appropriate e.g. inter library loans, SCONUL Access, NoWAL agreements etc. Understand the peer review process and identify the purpose and potential audience of resources Manage Use bibliographical management software (e.g. RefWorks) to import references from databases, and to prepare a bibliography, in conjunction with a word processing package Communicate Create a bibliography by referencing books, journals and online material using the appropriate method Utilise Access and use information legally and ethically, understanding how to communicate findings clearly and in an appropriate style 13
Level Four Postgraduate student Learning Outcomes Develop and implement an information retrieval strategy appropriate to the level of the project or topic being embarked on Select from a range of relevant primary and secondary sources to extend their knowledge of the topic Develop a range of strategies to keep up-to-date with the literature in their discipline Competencies/Skills Recognise Develop a research plan appropriate to the topic- choosing a full range of print and electronic search tools Identify and define the information needs Find Save and re-run searches within databases to gather information over time Evaluate Critically evaluate reliability, validity, authority, bias etc. of the information retrieved Manage Identify web-based current awareness services and mailing lists to help keep up-to-date in their field Communicate Construct a bibliography and reference a range of information sources in the correct manner Use mailing lists, discussion boards etc. to obtain and exchange information Create new knowledge through the development of existing information Understand and correctly apply the issues of plagiarism, copyright, censorship and freedom of speech 14
7. Bibliography American Library Association (1989) Presidential committee on information literacy: final report. Chicago, American Library Association. Available from <http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.cfm> [Accessed 10 April 2008]. Horton, Forest Woody (2007) Understanding information literacy: a primer. Paris, UNESCO. Johnson, H and Hathaway, H. (2003) Information skills in higher education: a SCONUL position paper. London, Society of College, National and University Libraries. SCONUL (2004) Learning outcomes and information literacy. London, Society of College, National and University Libraries. University of Bolton Learning Teaching and Retention Sub-strategy University of Bolton Strategic Plan Information Literacy documents from other universities [With thanks to the institutions below who have given me permission to use their documents and amend the content as required] University of Abertay Dundee Information Literacy: a discussion paper outlining proposals for the development of an integrated IT and Information Skills Programme University of Chester The Introduction of Information Literacy Guidance Coventry University Information Literacy Strategy University of Liverpool Information Literacy a proposal to the Information Services Committee for the Improvement of Information Skills Salford University Information Literacy Standards South Bank University (untitled document) Staffordshire University Information Literacy Statement 15
8 Appendix 1 The ACRL Information Literacy Competency Standards for Higher Education 8.1 The ACRL (Association of College and Research Libraries is a division of the American Library Association. These standards were devised in 2000, and adopted by many university libraries throughout the USA. 8.3 The ACRL states that Information Literacy forms the basis for lifelong learning 8.4 They say that IL is common to all disciplines, to all learning environments and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning 8.5 They also state that: incorporating information literacy across curricula, in all programs and services, and throughout the administrative life of the university, requires the collaborative efforts of faculty, librarians and administrators (This implies that everyone within the university, and not just the students, needs to be information literate a view which seems wholly commendable) 8.6 The standards provide competencies which help the university to identify whether or not an individual is information literate. 8.7 There are five standards. These state that the information literate student: 1. determines the nature and extent of the information needed 2. accesses the needed information effectively and efficiently 3. evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system 4. uses information effectively to accomplish a specific purpose 5. understands many of the economic, legal and social issues surrounding the use of information, and accesses and uses information ethically and legally 8.8 Each standard has a set of performance indicators and outcomes associated with it, which can help in designing curricula to teach the subject. 16
9 Appendix 2 The Seven Pillars approach to information literacy 9.1 This approach was devised by SCONUL (Society of College, National and University Libraries), and consists of seven headline skills: the ability to recognise a need for information the ability to distinguish ways in which the information gap may be addressed the ability to construct strategies for locating information the ability to locate and access information the ability to compare and evaluate information obtained from different sources the ability to organise, apply and communicate information to others in appropriate ways the ability to synthesise and build upon existing information, contributing to the creation of new knowledge 9.2 The model can be represented by the diagram below: 9.3 the fundamental building blocks of basic library skills and IT skills, are seen at the bottom of the diagram. The seven headline skills need to be attained, as the learner progresses through the various stages from novice to expert. This leads to the user finally becoming Information Literate. 17