Information Literacy - Academic Staff  

Introduction

What is Information Literacy?

Information Literacy and the University of Auckland

Integrating Information Literacy into the curriculum

Examples

What help can the Library provide?

References

Information literacy is much wider than the acquisition of traditional information skills (e.g. how to use a catalogue, how to locate a book, how to access an e-journal).  The information literate person uses critical thinking to analyse and evaluate information for use in projects and problem-solving.  Information literacy enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning.

Many definitions of information literacy exist.  The University of Auckland Information Literacy Policy (2006) adopts the definition and standards of the Australian and New Zealand Information Literacy Framework as developed by the Australian and New Zealand Institute for Information Literacy (ANZIIL). 

The Framework outlines “six core standards which underpin information literacy acquisition, understanding and application by an individual. These standards identify that the information literate person:   

• recognizes the need for information and determines the nature and extent of the information needed,

• finds needed information effectively and efficiently,

• critically evaluates information and the information seeking process,

• manages information collected or generated,

• applies prior and new information to construct new concepts or create new understandings,

• uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information”. (2004 pg 11)

Collectively these standards mirror the following attributes included in all of the University of Auckland Graduate Profiles;

•  “An ability to recognize when information is needed and a capacity to locate, evaluate and use this information effectively”,

•  “A capacity for critical, conceptual and reflective thinking”.