Information literacy

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Information literacy

• Sheila Webber
• 19 February 2001
• Inf201

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Session aims

• Highlight growing importance attached to
  information literacy worldwide
• Reflect on meaning of information literacy
• Understand the 7 faces model described by
  Christine Bruce

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Session outline

• Information literacy what and why - including
• Standards and models for information literacy in
  higher education
• Information literate person in the changing world
• Bruces 7 faces model class exercise linking to
  Thursdays seminar

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Information literacy is ...
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Information literacy covers (SWs conception) ...

• Information needs analysis
• Information seeking and browsing
• Information evaluation
• Information communication and presentation
• Alternative approaches to experiences of
  information literacy
• Information economy society issues

Information all media and channels (print, web,
people)
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Growing interest

• Internationally
• USA
• Australia
• UK

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Internationally

• European Union Information Society initiatives,
  plus longtime interest in stimulating information
  industry
• Issues of equality, education, citizenship,
  stimulating economies
• International bodies example of the
  International Labour Organization

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ILO report

• Wealth creation in the wealthiest countries
  relies less on physical inputs than on knowledge
  how people learn is becoming as important as
  what they learn. A parallel trend is observable
  in high tech firms exposed to fast-paced
  competition. The ability to learn, to transform
  existing knowledge into new knowledge, is a
  source of competitive advantage of increasing
  significance
• Part of such learning relies on the exchange of
  tacit knowledge among employees.

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The adoption of ICT in enterprises is creating
two types of skill needs. The first relates to a
variety of foundation skills, such as the ability
to learn, to communicate, and to analyse and
solve problems, all of which are essential to
work environments that rely on rapid innovation,
and the interpersonal exchange and creation of
knowledge. International Labour Organization .
World employment report 2001 Life at work in the
information economy. Geneva International Labour
Organization http//www.ilo.org/public/english/sup
port/publ/wer/index.htm
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USA

• Work over considerable amount of time by
  librarians in particular
• National Forum on Information Literacy
• Institute for Information Literacy
• Information Literacy Competency Standards for
  Higher Education
• Various other reports on IT fluency etc.

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Australia

• Seen as important part of lifelong learning
• Bruces work influential
• Universities highlight strategy (e.g. Central
  Queensland University)
• Published statement and standards

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Information literacy is a prerequisite for

• participative citizenship in a liberal democracy
• the production of new knowledge on which the
  future economic success of Australia depends
• personal empowerment
• lifelong learning
• the solving of global problems

Australian Library and Information Association.
(2000) Statement on information literacy for the
nation. Kingston ALIA. http//www.alia.org.au/sig
s/infolit/statement.html
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• Information literacy extends learning beyond
  formal classroom settings and supports
  individuals in self directed learning in all
  arenas of life.
• "By ensuring that individuals can think
  critically, and by helping them construct a
  framework for learning how to learn, educational
  institutions provide the foundation for continued
  growth throughout their careers, as well as in
  their roles as informed citizens and members of
  communities.

Council of Australian University Librarians .
(2001) Information literacy standards. Canberra
CAULs. p2. http//www.caul.edu.au/caul-doc/InfoLi
tStandards2001.doc
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UK

• Not mentioned so explicitly in official reports
• Does tie in with emphasis on IT literacy,
  critical thinking abilities, skills for
  information economy
• 7 pillars model developed by academic
  librarians (SCONUL) and JISC project on
  information skills
• Work by TFPL consultancy (more about this in week
  8)

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• The dynamics of a knowledge culture require a
  core set of information literacy skills to be
  available throughout the organisation. Without an
  acceptable level of information literacy,
  knowledge and information processes and flows
  will be inefficient and ineffective. ...
• To date little attention has been given to
  teaching and learning information literacy
  skills. The lack of these skills is a real
  roadblock to the development of the knowledge
  society and to the realisation of the benefits of
  the knowledge economy..

TFPL Ltd. (1999) Executive summary Skills for
knowledge management. London TFPL.
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Workplace information literacy?

• Less research, fewer publications
• TFPL work focuses on private sector
• GlaxoWellcome using 7-pillars model (presentation
  at Online 2000 conference)
• Unilever dissertation by Patrick Green evaluated
  training sessions in 2000

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The information literate person in the changing
world

• Corporate culture e.g.
• Management Style
• Information Strategy
• Ethics, norms

Specialist subject field
Information literate person
Information economy changes in media, law,
pricing etc.
Society / Culture (national, local)
Personal goals, habits etc.Special needs
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Contributions from academic disciplines?

• Information science
• Librarianship
• Education
• Psychology
• Computer science
• Communications media studies
• Academics in other disciplines teaching
  information literacy e.g. Marketing

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Bruce model

• Used phenomenographic methods
• Focus on identifying range of possible
  conceptions of a subject amongst the population
  surveyed
• Long, intense interviews analysed in depth
• Bruce favours relational approach getting people
  to learn by appreciating the range of conceptions

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Four ways of using information to create business
value
Add value Customers and markets
Minimise risks market, financial, legal,
operational
Reduce costs transactions processes
Create new reality intelligence (political,
social, technical etc.)
Marchand, D. (2000) Competing with information.
Chichester John Wiley. p25
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Exercise

• Examine faces
• Choose the face that comes closest to your idea
  of information literacy
• Be prepared to explain why you chose it
• Straw poll
• Ask a few people to justify their choice

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Summary

• Range of interpretations, but focus around some
  key areas
• Growing interest particularly in education
  sectors, but also in business
• Part of lifelong learning (personal/work life),
  also linked to Knowledge Management
• Concept is still developing