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

What help can the Library provide?

References

Information Literacy and the University of Auckland
 

“The University aims to provide its graduates with key, high-level generic skills such as the capacity for lifelong critical, conceptual and reflective thinking, and attributes such as creativity and originality”.
                       (Academic Plan 2005-2007 p.31)
 

The aim of having information literate graduates is further defined in the graduate profiles.  All four graduate profiles include under General Intellectual Skills and Capacities “an ability to recognize when information is needed and a capacity to locate, evaluate and use this information effectively”, and “a capacity for critical, conceptual and reflective thinking”.
The Academic Plan requires that the graduate profiles are referred to in course outlines and integrated into Faculty Teaching and Learning Plans. (Academic Plan 2005-2007 p.32).
 

To ensure that our graduates are information literate, academic staff, librarians, learning support providers, decision-makers and administration need to work in collaboration. Information Literacy is a university-wide issue. In 2006 Senate approved an Information literacy: Guidelines and principle for the University.
 

"The objectives of the Information literacy: Guidelines and principle are:

• to emphasise the importance of information literacy capabilities for lifelong learning
• to ensure that graduates enter the workforce information literate
• to ensure that information is used and managed as effectively as possible in the teaching, learning and research activities of the University
• to ensure that information literacy is integrated into the academic curriculum of the University
• to articulate the roles and responsibilities of the University's key contributors to the development of information literate graduates
• to ensure that the ethical and legal issues involved with using information resources are fully understood (2011, p.2)

The Information literacy: Guidelines and principle outlines the roles and responsibilities for University staff with regard to information literacy. For example:

• Deans of Faculties and Heads of Departments and Schools in collaboration with the University Library are responsible for incorporating appropriate strategies in their Teaching and Learning Plans

• Academic staff are responsible for ensuring that information literacy skills have been embedded in the curricula, teaching, learning and assessment processes

• The University Library works with academic staff, the Centre for Academic Development and the Board of Graduate Studies to ensure appropriate information literacy training opportunities for students