What is information literacy?

Information Literacy - the definition

"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 (Chartered Institute of Library and Information Professionals

Picture of babel fish

Information Literate Students will have

A knowledge of the range of information sources and how to access them

Be able to identify and compare the relevance and quality of sources

Be able to develop an effective search strategy

Be able to evaluate and synthesise search results.

Be able to correctly reference and cite information used

*** library experience more info lessWhy have we produced one - benefits

cpd opportunity professional approach

wider university policyit seems to tie in to student behavioural problems

quality of experienceanswering their need not their questionWhat is its impact for front line staff

What is the Information Literacy Framework?

What we want to do

How we are going to do it

- Vision

- Set of Objectives

- Implementation methodology/need different term

- Course planning advice

- Case Studies and collection of materials

To inspire lifelong learning, research and the dissemination of knowledge, by delivering innovative information literacy provision that enhances the experience of students and the wider University community.

Information Literacy the Vision

At Corporate level this helps meet the University vision in terms of developing graduate skills and employability

Objectives

•Support the development of information skills for students, researchers, academic staff and support staff video clip???•Proactively develop opportunities to enhance information literacy provision through partnership with   academic and support staff  video clip???•Provide contextualised and incremental information literacy provision appropriate to the level, mode of delivery, and subject of study or research •Embed information literacy into the learning, teaching and assessment process •Facilitate the development of critical thinking and evaluative skills • Provide support and guidance on academic integrity and the ethical use of information •Deliver appropriate learning opportunities at point of need

CoPs

Wider University impact

Digital Fluency

exercise

list of objectives/list of student issues draw lines between.

Student problems

•Lack of reflection and prior planning

•Over reliance on Google

•Limited use of printed/academic materials

•not good at using library catalogue

•don’t use my library ercord/self service

•run up overdues

•Weak evaluative and critical appraisal skills (inappropriate selection of material)

•Weak understanding of different types of material and their relative value

•Poor bibliographies, citations

•Plagiarism

We know that you are doing this already ;next session will illustrate

Pillar 1. The ability to recognise a need for information

Pillar 2. The ability to distinguish ways in which the information ‘gap’/need may be addressed

Pillar 3. The ability to construct strategies for locating information

Pillar 4. The ability to locate and access information

Pillar 5. The ability to compare and evaluate information obtained from different sources

Pillar 6 The ability to organise, apply and communicate information to others in ways appropriate

Pillar 7. The ability to synthesise and build upon existing information, contributing to the creation of new knowledge

Pillar 1. The ability to recognise a need for information

Students sometimes ask for a specific item e.g. a journal on smoking, a book on smoking. This may be because they actually do need a particular book or journal but often they may know they have an assignment but have not analyzed their information needs. At the desk we help them to articulate their needs and think through what they need to find.

Knowing how to ask questions is an important and sometimes unrecognised skill that we can help students develop.

Pillar 2. The ability to distinguish ways in which the information ‘gap’/need may be addressed

This is not just about helping them identify a particular resource that they may not have realised existed or were unaware of its application to a particular circumstance, it's also about opening their eyes to different types of information. Students may not think of using different types of material or even understand the differences between different types of information resources. They may ask for a book but the information they require may be in a different type of publication.

Pillar 3. The ability to construct strategies for locating information

Students tend to use the search page first presented by databases or Google and not realise that many databases have facilities to help find better and more relevant results. They may need help in structuring their searches, the most obvious give away is when they tell us a database "has nothing on x" , it's often the case that there maybe material but their search strategy is wrong. For example many databases allow the re-use of sets from a search history, showing this to students at an information desk can often help them think about their searches in a more strategic way. At the desk sometimes you can explain that thinking in key words and in terms of and/or can dramatically improve search results.

Research tends to show that many users of both information systems and software fail to use anything but the most basic facilities provided. At the help/information desk getting the users to try a wider range of software/information options and getting them to use the help systems provided by suppliers will help them develop their skills to move towards being "expert users".

Pillar 1. The ability to recognise a need for information

Pillar 2. The ability to distinguish ways in which the information ‘gap’/need may be addressed

Pillar 3. The ability to construct strategies for locating information

Pillar 4. The ability to locate and access information

Pillar 5. The ability to compare and evaluate information obtained from different sources

Pillar 6 The ability to organise, apply and communicate information to others in ways appropriate

Pillar 7. The ability to synthesise and build upon existing information, contributing to the creation of new knowledge

Pillar 1. The ability to recognise a need for information

Pillar 2. The ability to distinguish ways in which the information ‘gap’/need may be addressed

Pillar 3. The ability to construct strategies for locating information

Pillar 4. The ability to locate and access information

Pillar 5. The ability to compare and evaluate information obtained from different sources

Pillar 6 The ability to organise, apply and communicate information to others in ways appropriate

Pillar 7. The ability to synthesise and build upon existing information, contributing to the creation of new knowledge

objectives- Support the development of students, academic staff, support staff and researchers information skills - Proactively develop opportunities to enhance information literacy provision through partnership with   academic and support staff  - Embed information literacy into the learning, teaching and assessment process - Deliver appropriate and timely information literacy provision at point of need - Support offered through our services should, in addition to meeting the immediate needs of users, foster the development of information literacy skills - Develop information literacy appropriate to the level, programme and subject of study or research - Provide contextualised and incremental information literacy provision tailored to specific subject needs - facilitate the development of critical thinking skills and reflective practice - provide support and guidance on academic integrity and authorship - Provide support and guidance on academic integrity and the ethical use of information

anecdotal for each one

Pillar 1. The ability to recognise a need for information

Pillar 2. The ability to distinguish ways in which the information ‘gap’/need may be addressed

Pillar 3. The ability to construct strategies for locating information

Pillar 4. The ability to locate and access information

Pillar 5. The ability to compare and evaluate information obtained from different sources

Pillar 6 The ability to organise, apply and communicate information to others in ways appropriate

Pillar 7. The ability to synthesise and build upon existing information, contributing to the creation of new knowledge

Pillar 5. The ability to compare and evaluate information obtained from different sources

Students they may have found some material on Google for, example but its quality may not be what they need. We can help them on evaluation and explain, for example, what a refereed journal is. Again they may have found far too much information but little seems really relevant and a discussion on evaluation can lead on to help on searching. Users sometimes may find far too much information and may have little idea how to evaluate and refine to obtain a manageable amount of information. We can help them develop the skills to do this, to understand different types of information they may have found, to understand the importance of provenance

Pillar 6 The ability to organise, apply and communicate information to others in ways appropriate

Information Literate Students will have

A knowledge of the range of information sources and how to access them– inappropriate selection of materials– Limited use of printed/academic materials

Be able to identify and compare the relevance and quality of sources– Lack of reflection and prior planning– Over reliance on Google– Limited use of printed/academic materials– Weak understanding of different types of material and their relative value

Be able to develop an effective search strategy – Lack of reflection and prior planning

Be able to evaluate and synthesise search results.

– Weak evaluative and critical appraisal skills

Be able to correctly reference and cite information used– Poor bibliographies, citations– Plagiarism

Information Literate Students will have

A knowledge of the range of information sources and how to access them– inappropriate selection of materials– Limited use of printed/academic materials

Be able to identify and compare the relevance and quality of sources– Lack of reflection and prior planning– Over reliance on Google– Limited use of printed/academic materials– Weak understanding of different types of material and their relative value

Be able to develop an effective search strategy – Lack of reflection and prior planning

Be able to evaluate and synthesise search results.

– Weak evaluative and critical appraisal skills

Be able to correctly reference and cite information used– Poor bibliographies, citations– Plagiarism