Information Literacy - Academic Staff

Introduction

What is Information Literacy?

Information Literacy Standards

Information Literacy and the University of Auckland

Integrating Information Literacy into the curriculum

Examples

References

Information Literacy Standards
 

The following standards are from the Australian and New Zealand Information Literacy Framework developed  in 2004  by the Australian and New Zealand Institute of Information Literacy (ANZIIL).

Standard One

Standard One

The information literate person recognises the need for information and determines the nature and extent of the information needed

Learning outcomes and examples

1.1   defines and articulates the information need

• explores general information sources to increase familiarity with the topic         

• identifies key concepts and terms in order to formulate and focus questions

• defines or modifies the information need to achieve a manageable focus

• may confer with others to identify a research topic or other information need

 1.2   understands the purpose, scope and appropriateness of a variety of information sources

• understands how information is organised and disseminated, recognising the context of the topic in the discipline

• differentiates between, and values, the variety of potential sources of information

• identifies the intended purpose and audience of potential resources eg popular vs scholarly, current vs historical

• differentiates between primary and secondary sources, recognising how their use and importance vary with each discipline

1.3   re-evaluates the nature and extent of the information need

• reviews the initial information need to clarify, revise, or refine the question

• articulates and uses criteria to make information decisions and choices

1.4  uses diverse sources of information to inform decisions

• understands that different sources will present different perspectives

• uses a range of sources to understand the issues

• uses information for decision making and problem solving 

Australian & New Zealand Information Literacy Framework (2004, p12-13)

Standard Two

The information literate person finds needed information effectively and efficiently

Learning outcomes and examples

 2.1   selects the most appropriate methods or tools for finding information

• identifies appropriate investigative methods eg laboratory experiment, simulation, fieldwork

• investigates benefits and applicability of various investigative methods

• investigates the scope, content, and organisation of information access tools

• consults with librarians and other information professionals to help identify information access tools

 2.2   constructs and implements effective search strategies

• develops a search plan appropriate to the investigative method

• identifies keywords, synonyms and related terms for the information needed

• selects appropriate controlled vocabulary or a classification specific to the discipline or information access tools

• constructs and implements a search strategy using appropriate commands

• implements the search using investigative methodology appropriate to the discipline

 2.3   obtains information using appropriate methods

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

• uses appropriate services to retrieve information needed eg document delivery, professional associations, institutional research offices, community resources, experts and practitioners

• uses surveys, letters, interviews, and other forms of inquiry to retrieve primary information

 2.4   keeps up to date with information sources, information technologies, information access tools and investigative methods

• maintains awareness of changes in information and communications technology

• uses alert/current awareness services

• subscribes to listservs and discussion groups

• habitually browses print and electronic sources

Australian & New Zealand Information Literacy Framework (2004, p14-15)

Standard Three

The information literate person critically evaluates information and the information seeking process

Learning outcomes and examples

3.1   assesses the usefulness and relevance of the information obtained

• assesses the quantity, quality, and relevance of the search results to determine whether alternative information access tools or investigative methods should be utilised      

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

• repeats the search using the revised strategy as necessary

3.2   defines and applies criteria for evaluating information

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

• analyses the structure and logic of supporting arguments or methods

• recognises the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information

• recognises and understands own biases and cultural context

3.3   reflects on the information seeking process and revises search strategies as necessary    

• determines if original information need has been satisfied or if additional information is needed

• reviews the search strategy

• reviews information access tools used and expands to include others as needed

• recognises that the information search process is evolutionary and nonlinear

Australian & New Zealand Information Literacy Framework (2004, p16-17)

Standard Four

The information literate person manages information collected or generated

Learning outcomes and examples

4.1   records information and its sources

• organises the content in a manner that supports the purposes and format of the product eg outlines, drafts, storyboards      

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

• records all pertinent citation information for future reference and retrieval

4.2   organises (orders/classifies/stores) information

• compiles references in the required bibliographic format

• creates a system for organising and managing the information obtained eg EndNote, card files

Australian & New Zealand Information Literacy Framework (2004, p18-19)

Standard Five

The information literate person applies prior and new information to construct new concepts or create new understandings

Learning outcomes and examples

5.1   compares and integrates new understandings with prior knowledge to determine the value added, contradictions, or other     unique characteristics of the information

• determines whether information satisfies the research or other information need and whether the information contradicts or verifies information used from other sources

• recognises interrelationships between concepts and draws conclusions based upon information gathered

• selects information that provides evidence for the topic and 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

• extends initial synthesis at a higher level of abstraction to construct new hypotheses

5.2   communicates knowledge and new understandings effectively

• chooses a communication medium and format that best supports the purposes of the product and the intended audience

• uses a range of appropriate information technology applications in creating the product

• incorporates principles of design and communication appropriate to the environment

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

Australian & New Zealand Information Literacy Framework (2004, p20-21)

Standard Six

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

Learning outcomes and examples

6.1   acknowledges cultural, ethical, and socioeconomic issues related to access to, and use of, information

• identifies and can articulate issues related to privacy and security in the print and electronic environments

• identifies and understands issues related to censorship and freedom of speech

• understands and respects Indigenous and multicultural perspectives of using information

6.2   recognises that information is underpinned by values and beliefs

• identifies whether there are differing values that underpin new information or whether information has implications for personal values and beliefs

• applies reasoning to determine whether to incorporate or reject viewpoints encountered

• maintains an internally coherent set of values informed by knowledge and experience

6.3   conforms with conventions and etiquette related to access to, and use of, information

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

• participates in electronic discussions following accepted practices eg Netiquette

6.4   legally obtains, stores, and disseminates text, data, images, or sounds

• understands fair dealing in respect of the acquisition and dissemination of educational and research materials

• respects the access rights of all users and does not damage information resources

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

• demonstrates an understanding of intellectual property, copyright and fair use of copyrighted material

Australian & New Zealand Information Literacy Framework (2004, p22-23)