Information Literacy
Advances in information technology and the growth in information have contributed to information overload. These developments have directly influenced the knowledge and range of skills required by the University community to access, evaluate, manage, analyse and communicate information.
Information Literacy contributes to the achievement of several of the University's Graduate Qualities.
An information literate person is able to
- recognise the need for information and determine the nature and extent of the information needed
- find information effectively and efficiently
- critically evaluate information and the information seeking process
- manage information
- apply prior and new information to create new understandings
- use information with understanding and acknowledge cultural, ethical, economic,
legal, and social implications
Source: Australian and New Zealand Information Literacy Framework 2004 (PDF 406kb, opens in new window)
Information Literacy partnership
- Students
- Teaching staff
- Best practice criteria for designing assignments which promote information literacy
Students
Information literate students are information smart. Are you information smart?
An information smart student
- recognises that information literacy is more than knowing how to find books and journals in libraries, using a computer or surfing the internet
- is able to decide whether the information is accurate, current, authoritative, and relevant to their needs
- knows that information literacy is critical to success in the job market. Today's workforce must be able to find and use information in all forms
- accesses the Library's information skills programs, assignment help, online training, oncampus training and resources guides to learn how to use information resources wisely
Become a savvy information consumer and an autonomous and capable learner - take a look at InfoGate
Teaching staff
A partnership approach to developing Information Literacy- academics and librarians working together
Information literacy is another term for the ability to locate, evaluate, analyse and effectively utilise new knowledge.
Information literacy contributes to the achievement of several of the University's Graduate qualities, in particular operating effectively with and upon a body of knowledge, being aware of what is happening internationally, communicating effectively and being prepared for lifelong learning.
Integrating information literacy into the curricula can be a collaboration between academic staff, learning advisors, and librarians. The discipline expertise of the teaching staff can be combined with the librarian's knowledge and skills to improve the expertise of students in finding and using quality information effectively now and in the future.
The Library contributes to the development of information literate students by
- offering a range of virtual tours, lectures, demonstrations, workshops, and online tutorial options which can be included in external and on campus courses. See Information skills
- working with academic staff and learning advisors to develop learning activities that facilitate incremental information literacy development throughout a program. See Teaching and Learning Framework
- assisting teaching staff to integrate information literacy into undergraduate curricula. Specifically tailored Assignment help modules and InfoGate, our suite of online information literacy modules, can be easily incorporated into online courses and learning packages, study guides and face-to-face presentations.
- providing postgraduates and higher degree by research students with training programs, such as Strategies for Successful Research , to support their research and preparation for publication. These programs are also available to teaching and research staff
Skills and concepts associated with information are best woven into the curriculum's content, structure, and sequence. The Australian and New Zealand Information Literacy Framework (pdf 406kb) provides a scaffold for incremental integration of information literacy into the curriculum. Academic librarians can work with program and course coordinators in conjunction with learning advisors to design appropriate information literacy activities and assessed learning outcomes within the curriculum, based on best practice criteria.
Best practice criteria for designing assignments and/or learning activities which promote information literacy
Links to best practice and information literacy standards:
- Best Practice Characteristics for Developing Information Literacy in Australian Universities (The Council of Australian University Librarians (CAUL)) (opens in new window)
- Characteristics of Programs of Information Literacy that Illustrate Best Practices (The Association of College and Research Libraries (ACRL)) (opens in new window)
- Information skills in higher education (The Society of College, National and University Libraries' (SCONUL)) (opens in new window)
- Learning Outcomes and Information Literacy (which includes case studies of UK universities) (SCONUL) (opens in new window)
Criteria for designing assignments:
In order to embed information literacy into courses, the necessary information resources should be available. This will enable successful and timely completion of the assignment or learning activity. Academic librarians can assist with this
Examples of best practice in information literacy:
- Central Queensland University (opens in new window)
- Curtin University of Technology (opens in new window)
- Griffith University (opens in new window)
- Queensland University of Technology (opens in new window)
- Royal Melbourne Institute of Technology (opens in new window)
- Swinburne University (opens in new window)
- University of New South Wales (opens in new window)
- University of Queensland (opens in new window)
- University of Western Australia (opens in new window)
- University of Wollongong (opens in new window)
- Victoria University (opens in new window)
If you find any links have changed or you have some additions or feedback please contact Irene Doskatsch