1

EDED11449Principles of University Learning

Engaging with Information

Week 2 Lecture

2

Overview

How do people engage with information?

How is our information environment changing?

How can we negotiate this environment?

What is information literacy?

Who are the information literate?

Why the focus on information literacy?

What is information literacy education?

What is the information literacy component in EDED11449 Principles of University Learning?

3

How do people engage with information?

avalanche of information

challenged by information

5 scenarios

information – can overwhelm, mislead, confuse, enable, empower, dissatisfy…

4

How is our information environment changing?

Did You Know 2.0

http://www.youtube.com/watch?v=pMcfrLYDm2U

first presented by Karl Fisch in Powerpoint format to staff at Arapahoe High School, Centennial, Colorado in August 2006

first Web version appeared February 2007

this version appeared 22 June 2007

5

Questions re Did You Know 2.0

What are your initial reactions to the content of the video? How are these changes manifesting themselves in your personal

lives? Professional lives? What do you think it means to prepare people for the 21st century?

What skills, for example, do people need to survive and thrive in this new era?

What implications does this have for our current way of doing things? Do we need to change? If so, how? How to we get here from there? What challenges must we overcome as we move forward? What supports will we need to move forward? What kind of training will we need to move forward?

6

How can we negotiate this changing information environment?

questions about authenticity, validity and reliability of information

challenges in evaluating, understanding and using information ethically and legally

bewildering amounts and types of information

information literacy allows meaningful engagement with information

7

What is information literacy?

multitude of definitions

Zurowski (1974) – using information to solve work-related and personal problems

Breivik (1985) – set of skills, knowledge of information tools and resources, and particular behaviours

Kuhlthau (1989, 1990) – agreed with Breivik + understanding of time and effort involved in information seeking and use

ALA Presidential Committee (1989) - ‘the ability to recognise an information need, and can locate, evaluate, and use information effectively’ + ‘those who have learned to learn’

8

What is information literacy? (cont)

Rader (1991) – survive and be successful in a rapidly changing information environment – lead a productive and satisfying life in a democratic society – ensure a better future for all

AASL & AECT (1998) – published standards defining the IL student – one accesses information efficiently and effectively, critically evaluates the information and uses it accurately and creatively + independent learning and social responsibility

9

What is information literacy? (cont)

Bruce (1994)

Australia and New Zealand Information Literacy [ANZIL] Framework (2004) – ‘a set of abilities requiring individuals to recognise when information is needed and to have the ability to locate, evaluate and use effectively the needed information’

10

Who are the information literate?

many descriptions of information literacy and an information literate person

What does an information literate person know and do?

characteristics of an information literate person ANZIL Framework’s 6 standards

Reflection: Have you developed the knowledge, skills and behaviours listed in the standards?

11

STANDARD 1 - The information literate person recognises the need for information and determines the nature and extent of the information need.

Sample attitudes, skills, behaviours include:

explores general information sources (e.g. subject dictionaries and encyclopedias) to increase familiarity with a topic

differentiates between primary and secondary sources of information

identifies the intended purpose and audience of potential resources

understands that different information sources will present different perspectives

uses a range of information sources to understand the issues…

12

STANDARD 2 - The information literate person locates needed information effectively and efficiently.

Sample attitudes, skills, behaviours include:

uses various information access tools to retrieve information in a variety of formats

identifies appropriate investigative methods e.g. laboratory experiment, simulation, fieldwork

identifies keywords to search for the information needed

subscribes to listservs and discussion groups…

13

STANDARD 3  - The information literate person critically evaluates information and the information seeking process.

Sample attitudes, skills, behaviours include:

identifies gaps in the information retrieved and determines if the search strategy should be revised

examines and compares information from various sources to evaluate reliability, accuracy, authority, point of view or bias etc

recognises and questions prejudice, deception or manipulation within information

reviews information access tools used and expands to include other as needed…

14

STANDARD 4 -  The information literate person manages information collected or generated.

Sample attitudes, skills, behaviours include:

organises content in a manner that is appropriate to the purposes and format of the required product

differentiates between types of sources cited and understands the elements and correct citation style for a wide range of resources

compiles references in the required bibliographic format

records all pertinent citation information for future reference and retrieval…

15

STANDARD 5  - The information literate person applies prior and new information to contruct new concepts or create new understandings.

Sample attitudes, skills, behaviours include:

selects information that provides evidence for a topic

summarises the main ideas extracted from the information gathered

understands that information and knowledge in any discipline is in part a social construction and is subject to change as a result of ongoing dialogue and research

uses a range of appropriate IT applications in creating a product

communicates clearly and in a style to support the purposes of the intended audience…

16

STANDARD 6  The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal and social issues surrounding the use of information.

Sample attitudes, skills, behaviours include:

understands and respects indigenous and multicultural perspectives of using information

demonstrates an understanding of what constitutes plagiarism and correctly acknowledges the work and ideas of others

obtains, stores and disseminates text, data, images, or sounds in a legal manner

demonstrates an understanding of copyright and fair use of copyrighted material

participates in electronic discussions following accepted practices e.g. Netiquette

17

Why the focus on information literacy?

massive increase in easily available information

shift of paradigms in the educational context

globally spread ideological and political support of lifelong learning in areas such as:

- UNESCO documents

- government, library and education organisations

- research

18

Why the focus on information literacy? (cont)

“Information literacy encompasses knowledge of one’s information

concerns and needs, and the ability to identify, locate, evaluate,

organise and effectively create, use and communicate information

to address issues or problems at hand; it is a prerequisite for

participating effectively in the Information Society, and is part of

thebasic human right of lifelong learning.” (Extract - Prague Declaration 2003)

19

Why the focus on information literacy? (cont)

“Information Literacy lies at the core of lifelong learning. It empowers

people in all walks of life to seek, evaluate, use and create information

effectively to achieve their personal, social, occupational and educational

goals. It is a basic human right in a digital world and promotes social

inclusion of all nations. Lifelong learning enables individuals,

communities and nations to attain their goals and to take advantage of

emerging opportunities in the evolving global environment for shared

benefit. It assists them and their institutions to meet technological,

economic and social challenges, to redress disadvantage and to advance

the well being of all.”

(Extract - Alexandria Proclamation 2006)

20

Why the focus on information literacy? (cont)

ALIA’s 2001 Statement on Information Literacy for All Australians declared information literacy is a prerequisite for:

- participative citizenship

- social inclusion

- the creation of new knowledge

- personal, vocational, corporate and organisational empowerment

- learning for life

Candy, Crebert and O’Leary’s report (1994) – Developing Lifelong Learnings through Undergraduate Education

21

What is information literacy education?

Current practice in information literacy curriculum design (Bruce 2002):

generic extra curricular classes and/or self paced packagese.g. Compass

parallel extra curricular classes and/or self paced packages that complement the curriculum e.g. Library Guides

integrated classes and packages that are part of the curriculum (e.g. EDED11449 IL component)

embedded curriculum design where students have ongoing interaction and reflection with information

22

Information literacy and higher education

Australian Higher Education Council (1992) – Higher Education: Achieving Quality

CQU’s Management Plan for Learning and Teaching 2006-2011

Australian Government (2002) – Striving for Quality: Learning, Teaching and Scholarship

“Higher education institutions should produce graduates with skills, knowledge and learning outcomes that promote individual development and that the nation requires for…development. The new century is generating a need for ‘emerging skills’…These include information literacy and management skills.”

23

EDED11449 – Information Literacy

Course topics:

Week 1: Getting started Week 2: Engaging with information Week 3: Group work Week 4: Critical thinking Week 5: Writing for university Week 6: Your rights and responsibilities Week 7: Communicating learning Week 8: Learning and teaching interface Week 9: Ways of assessing Week 10: Learning for life Week 11: Review and preparation Week 12: Review and preparation

24

EDED11449 – Information Literacy

Assessment Task 1 — Individual Learning Portfolio

Due date: Tuesday 6 May 2008

Weighting: 50%

Encompasses: Essay (40%)

Information Literacy Quizzes (10%)

Personal Reflections (Pass/Fail)

Assessment Task 2 — Collaborative Learning at University

Due date: Monday 2 June

Weighting: 50%

Length: Oral Presentation (15 minutes)

Group Evaluation (500 words)

25

EDED11449 – Information Literacy

Information literacy-related materials:

Lecture (Week 2)

Study Guide chapter (Chapter 2)

10 x information literacy units (stories/discussions about a range of information literacy-related topics e.g. referencing, information sources, evaluating information…)

10 x information literacy quizzes (10 x 5 questions to be completed over 10 weeks of the course)

1 x 2 hour Library session (Week 2)

1 x LibGuide (Library session equivalent for flex students)

26

References

Alexandria Proclamation on Information Literacy and Lifelong Learning 2005, viewed 7 March 2008, http://www.ifla.org/III/wsis/BeaconInfSoc.html

American Library Association (ALA) Presidential Committee on Information Literacy 1989, Final report, The Americal Library Association, Chicago.Australian Library and Information Association 2001, Statement on information literacy for all Australians, viewed 7 March 2008, http://www.alia.org.au/p[olicies/information.literacy.html

Bruce, C 2002, Information literacy as a catalyst for educational change: a background paper, viewed 7 March 2008, http://www.nclis.gov/libinter/infolitconf&meet/papers/bruce-fullpaper.pdf

Bundy, A (ed) 2004, Australian and New Zealand information literacy framework: principles, standards and practice, Australian and New Zealand Institute for Information Literacy, Adelaide.

Candy, PC, Crebert, G & O'Leary, J 1994, Developing lifelong learners through undergraduate education, Higher Education Council/Australian Vice-Chancellors' Committee, AGPS, Canberra.

27

References (cont)

Central Queensland University 2006,Generic Skills @ CQU, viewed 7 March 2008, http://www.learning.cqu.edu.au/lt_resources/gen_skills.htm

Commonwealth Department of Education, Science and Training 2002, Striving for quality: learning, teaching and scholarship, viewed 7 March 2008, http://www.backingaustraliasfuture.gov.au/publications/striving_for_quality/pdf/quality.pdf

Cody, J (ed) 2003, Full report of the Information literacy meeting of experts - Prague Declaration, viewed 7 March 2008, http://www.nclis.gov/libinter/infolitconf&meet/post-infolitconf&meet/FinalReportPrague.pdf

Eisenberg, MB, Lowe, CA & Spitzer, KL (eds) 2004, Information literacy: essential skills for the information age, Libraries Unlimited, USA.

Grassian, ES & Kaplowitz, JR 2001, Information literacy instruction: theory and practice, Neal-Schuman Publishers, New York.Higher Education Council 1992, Higher Education: Achieving Quality. Canberra: AGPS.

Rader, H 2005, ‘Information literacy – a global perspective’, in Martin, A & Rader, H (eds), Information and IT literacy: enabling learning in the 21st century, Facet Publishing, London.