Information Literacy – Quo Vadis? Leoné Tiemensma

Literacy :“the ability to read and write”; “competence or knowledge in a specified area”

Standards/frameworks:The Big 6 model (Eisenberg and Berkowitz, 1990) is an information problem-solving model that integrates

information searching and use skills in a systematic process. The Big 6 is widely used as a framework to develop IL curricula as well as in information literacy instruction. The six stages of the Big6 model are:

• Stage 1: Task definition: Define the information problemIdentify information needed to solve the information problem

• Stage 2: Information seeking strategies: Determine possible sourcesSelect the best sources

• Stage 3: Locate and access information: Locate sources (intellectually and physically)Find information within sources

• Stage 4: Use of information: Engage (e.g. read, view)Extract relevant information from a source

• Stage 5: Synthesis: Organize information from multiple sourcesPresent the information

• Stage 6: Evaluation: Judge the product (effectiveness)Judge the information problem-solving process (efficiency).

Information seekers go through these Big6 stages when they seek information to make a decision or to solve a problem.

Standards/frameworks:

In the United Kingdom the Standing Council of National and University Libraries (SCONUL) published “Seven pillars of information skills” (SCONUL, 2011)

This model defines the core skills and competencies (ability) and attitudes and behaviours (understanding) at the heart of IL development in higher education and encompasses the following:

• Identify: Able to identify a personal need for information.• Scope: Can access current knowledge and identify gaps.• Plan: Can construct strategies for locating information and data.• Gather: Can locate and access the information and data they need.• Evaluate: Can review the research process and compare and evaluate information

and data.• Manage: Can organise information professionally and ethically. • 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.

Standards/frameworks:

• The Australian and New Zealand information literacy framework (Bundy, 2004) lists six core standards which underpin information literacy acquisition, understanding and application by an individual:

• Standard One: The information literate person recognises the need for information and determines the nature and extent of the information needed.

• Standard Two: The information literate person finds needed information effectively and efficiently.

• Standard Three: The information literate person critically evaluates information and the information seeking process.

• Standard Four: The information literate person manages information collected or generated.

• Standard Five: The information literate person applies prior and new information to construct new concepts or create new understandings.

• Standard Six: The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information.

 

Standards/frameworks:The Association of College and Research Libraries (ACRL) in the USA published a set of five “IL Competency Standards” for Higher Education in 2000. These standards have just been revised and was adopted by the ACRL Board in January 2106 (Association of College and Research Libraries 2016).

This Framework is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than a set of standards or learning outcomes, or any prescriptive enumeration of skills. This Framework is organised into six frames:

Authority is constructed and contextualInformation creation as a processInformation has valueResearch as inquiryScholarship as conversationSearching as strategic exploration

SOUTH AFRICA

Attention was given to information literacy on national level in 2001 when the Library and Information Association of South Africa (LIASA) initiated a survey on IL initiatives, with a follow-up in 2002. Both these surveys provided a list of IL competencies.

The Committee for Higher Education Libraries for South Africa (CHELSA) compiled IL training guidelines but these were not widely implemented.

The CHELSA “Information Literacy Skills Group” dissolved in 2015 and now integrates with LIASA’s (Library Association of South Africa) Higher Education Libraries Interest Group (HELIG).

This group is currently working on an InfoLit Curriculum for Higher Education and Research institutions.

STRATEGIES & PRACTICES

Formal IL module: Compulsory? Credit bearing? Librarians? Info Science Dept? Academic staff?

Online IL moduleLIBGUIDESLibrary training/orientationAssessment?

UNISA

Formal IL module: Compulsory for a number of Departments – Information Science, Social Work, Education. Credit bearing; Info Science Dept.

LIBGUIDELibrary training/orientation

UNISA’s LIBGUIDE:

Literacies for the 21st Century: HomeThis subject guide provides access to the Library's key resources covering aspects of literacies essential for the 21st century. •Home •Information Literacy •Transliteracy •Metaliteracy •Articles •Books •Theses and Dissertations •Videoclips •Internet sites •Blogs •Free Apps for Research Toggle Dropdown

Conducting a Literature Search Taking Notes Writing Reading Presenting Productivity

•Related Libguides •Web 2.0 Tools You can Use

UNISA library training

Basic Library Skills: How to find your way around the Unisa LibraryThis training is aimed at new undergraduate and postgraduate students and equips students with the knowledge and skills of how to use the Library and its resources effectively.ContentOrientation in the library (Library Tour)Understanding information literacyFinding library material and using library services/facilitiesProcedures for borrowing, returning and renewing booksLibrary etiquetteDuration: 2 hours

Advanced Library SkillsContentDistinguish between printed and online sourcesDefining reference sourcesCharacteristics of reference sources such as dictionaries, encyclopaedias, etc.Ethical use of information: Plagiarism and CopyrightTraining in the use of UNISA Library Catalogue

Developing information skills for lifelong learning (INS1502)

• NQF Level 5• Purpose: “The qualifying student will have the

competence to plan for information tasks and effectively locate, evaluate and organise information needed to enable them to write information tasks such as academic essays and assignments”

Unisa Library 

INTERACTIVE ONLINE INFORMATION LITERACY PROGRAMME – IOILP

 • AFRICA – INCLUDING SOUTH AFRICA • After extensive research and contacting various academic and similar institutions, no suitable

example of an existing interactive online information literacy programme (IOILP) could be identified in Africa, including South Africa.

• The closest, with interactive quizzes is that of the University of the Western Cape using LibGuide SpringShare software.

•  • INTERNATIONAL• There are examples of several existing solutions internationally. • The ones that are the closest to our requirements are the following:• University of Sydney (Australia)•  • University of Cranfield (United Kingdom)•  • Safari – Open University (United Kingdom)•  • UCA – University for the Creative Arts (United Kingdom)

Thank you