Information Literacy Guidelines
Introduction
The huge volume of available information combined with continuously changing technology results in a complex information environment. The Library aims to assist students and staff in acquiring knowledge and skills vital to thrive in this environment.
The University of New England's Teaching and Learning Plan 2002 - 2006 promotes the implementation of the policy of Attributes of a UNE Graduate to ensure students develop generic and transferable skills. (Strategy 2.4). The fourth UNE Graduate attribute is information literacy.
What is information literacy?
To be information literate an individual must recognise when information is needed and have the ability to locate, evaluate and use effectively the information needed . . . Ultimately information literate people are those who have learned how to learn. (ALA, 1989)
The Library supports the adoption of the Australian and New Zealand Information Literacy Framework: Principles, Standards and Practice, Editor: Alan Bundy, 2nd edn, Australian and New Zealand Institute for Information Literacy, Adelaide, 2004, as a guide to the outcomes expected in an information literate person.
The information literate person
- recognises the need for information and the nature and extent of information needed
- finds information effectively and efficiently
- critically evaluates information and the information seeking process
- manages the information collected or generated
- applies prior and new information to construct new concepts or understandings
- uses information with understanding and acknowledges relevant cultural, ethical, economic, legal and social issues in its use.
Library Goals
- Provide opportunities and resources for all UNE staff and students to develop information literacy knowledge and skills.
- Assist in the integration of information literacy into the teaching and learning of the University.
Current Library strategies
- Ongoing development of eSKILLS UNE web resources.
- Working with academics in course development to integrate information literacy into the curriculum.
- Provision of examples of approaches to integrating information literacy into the curriculum including assessment approaches.
- Subject specific classes at a time appropriate to the curriculum content during term and residential school periods.
- Generic face to face classes on basic library skills targeting on-campus first years.
- Provision of classes in advanced information searching targeting postgraduates and staff.
- Provision of guides on use of databases.
Future Library Strategies
- Provision of opportunities for students and staff to self-assess their information literacy skills.
- Provision of clearer information on options for developing information literacy skills in key areas.
Why integrate information literacy into the curriculum?
Like other generic capabilities, information literacy must be developed within the context of course content to be effective. Generic library skills classes are not able to target students when the information is most useful to them and many students opt not to attend. To be most effective, information literacy knowledge and skills should be embedded into the curriculum in a sequential developmental approach. This allows for distinctive discipline information literacy approaches to be incorporated and for effective assessment. It also allows for repetition and time necessary for learning to occur.
Enquiries
Information Services Librarian
Approved by the Library Management Team 7 August 2002