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The development of a National Information Literacy Framework (Scotland). Irving


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Presented at LILAC 2007

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The development of a National Information Literacy Framework (Scotland). Irving

  1. 1. The development of a National Information Literacy Framework (Scotland) Christine Irving Glasgow Caledonian University LILAC 2007
  2. 2. Recognition of need To develop a national overarching framework of information literacy skills and competencies which all sectors of education can recognise and develop or which can be applied to the world of work, equipping learners with skills needed for the 21st century.
  3. 3. Research findings • Schools - information literacy skills were generally taught in first and second year (aged 12 / 13) but not subsequently reinforced within the curriculum resulting in fragmented levels of knowledge and usage for their remaining years at school. • HE - students arriving at university have generally either poor or limited information literacy skills, for some these skills will be enhanced but many will leave as they arrived. • The workplace - indication that although employers do not explicitly ask for information literacy it is implicitly expected, seen as important at work but not included in workplace training.
  4. 4. In other words
  5. 5. Project deliverables • Draft framework developed in conjunction with partners • Evaluation exercise of draft framework • Identification of barriers and constraints • Contribution to curriculum development • Contribution to the IL agenda on a national and international basis.
  6. 6. Funding Problematic due to: • Lack of recognition and understanding of information literacy as a concept • Funding bodies are often sector specific Success – summer 2006 Eduserv Information Literacy Initiatives
  7. 7. Developing the framework • Lots of thinking, agonising, reflecting • Looked at other frameworks – at home and abroad • Discussions with relevant bodies and individuals • Not reinventing the wheel – incorporate what is being used – look for common themes from existing models and definitions
  8. 8. Common Themes planning locating organising representing evaluating E X P LOR E a) A topic is selec ted and a range of techniques is us ed to define it clearly. b) A s uitable strategy is adopted to identify appropriate keywords. c) The different stages of the planning process are identified correctly. d) A n appropriate action plan is prepared. planning and organis ing a) The broad categories/formats of information sources are identified correctly, together with one advantage and one disadvantage of each. b) A range of suitable information s ources is identified. c) The selected inform ation sources are searched effectively to find relevant inform ation on the chos en topic. identific ation of suitable inform ation sources a) The criteria used to evaluate information are identified correctly. b) The criteria are used correctly to evaluate the relevant inform ation. evaluating inform ation a) The action plan, selec ted keywords, inform ation s ources and search strat egy used are reviewed in light of the results produced. b) A ppropriate changes for a sim ilar future search are identified. review ing IH S rec ognise a need for inform ation knowledge of appropriate kinds of resources, both print and non-print the selection of resources with 'best fit' for task at hand the ability to understand the issues affecting access ibility of s ources distinguish w ays in whic h the inform ation 'gap' m ay be addressed to articulate inform ation need to m atch against resources to develope a system atic m ethod appropriate for the need to understand the principles of construc tion and generation of databses construct s trategies for loc ating inform ation to develop appropriate searching techniques (e.g. use of Boolean) to us e comm unication and inform ation technologies, including term s international academic net works to use appropriate indexing and abstracting services, citation indexes and databases to use current awareness m ethods to keep up to date loc ate and ac cess inform ation awareness of bias and authority issues awareness of the peer review process of scholarly publishing appropriate extraction of inform ation m atching the inform ation need com pare and evaluate inform ation obtained from different sources to cite bibliographic referenc es in project reports and theses to construct a personal bibliographic system to apply inform ation to the problem at hand to com m unicate effectively using appropriate medium to understand issues of copyright and plagiarism organise, apply and com m unicate inform ation to others in ways appropriate to the situation synthesise and build upon existing inform ation, contributing to the c reation of new know ledge S CON AL Recognising that inform ation is needed; understanding why inform ation is needed, what (and how m uch; what kind of) inform ation is required, as well as any associated constraint s (e.g. tim e, form at , currency, access); recognising that inform ation is available in a wide range of form ats in various geographical and virtual locations. The ability to articulate a ques tion and so develop a focus for the research is an im portant skill. unders tanding a need B e able to identify what resources are available for ex ploitation, where they are available, how to access them , the m erits of individual resource types, and when it is appropriate to use them . unders tanding availability A n ability to search appropriate resources effectively and identify relevant inform ation. unders tanding how to find inform ation B e able to evaluate information for its authenticity, accuracy, currency, value and bias. A lso, be able to evaluate the m eans by which the results were obtained in order to ensure that y our approach did not produce m isleading or incomplete results. unders tanding the need to evaluate res ults A nalyse and work with the inform ation to provide accurate, presentable research results, or to develop new knowledge and understanding. unders tanding how to work w ith or exploit res ults Know why information should be used in a responsible, culturally sensitive and ethical (professional, business, personal ethics ) m anner. Respect confidentiality and always give credit to other people’s work. Understand the nature and uses of bias, in order to report appropriately. W here appropriate, provide a balanced (unbiased) report. unders tanding ethics and respons ibility of use The ability to com m unicate/share inform ation in a m anner or format that is appropriate to the inform ation, the intended audience and s ituation. understanding how to com m unicate or s hare your findings K now how to s tore and m anage the information you have acquired using the m ost effective m ethods available. Reflect critically on the process and achievem ent as well as on the sources found in order to learn from the experience of finding and using inform ation. unders tand how to m anage your findings C ILIP IL D efinitionInform ation Literacy
  9. 9. Draft Framework planning locating organis ing representing evaluating EXPLOR E Schools (P3 - P7) defining the topic identific ation of key words planning and organising identification of suitable inform ation sources effective searching evaluating inform ation understanding ethic s and responsibility of use understanding how to com m unicate or share your findings C ILIP Inform ation Literacy D efinition reviewing Inform ation H andling Skills SC QF Levels 1 - 7 Further Education & Schools recognise a need for inform ation distinguish ways in which the information 'gap' m ay be addres sed construct strategies for locating inform ation locate and access inform ation com pare and evaluate inform ation obtained from different sources synthesise and build upon existing inform ation, contributing to the creation of new k nowledge SC ON U L SC QF Level 8 - 12 Higher Education & Further Education understanding a need understanding availability understanding how to find inform ation understanding the need to evaluate results understanding how to work with or exploit results understanding ethics and respons ibility of use understanding how to com m unicate or share your findings understand how to m anage your findings C ILIP Information Literacy D efinition Lifelong learning including all inform ation using com m unitities e.g. com m unity learning and in the w orkplace Inform ation Literacy Fram ework
  10. 10. Still a long way to go • Piloting – Funding – Need for practical examples to demonstrate how each level can be used within different sectors and for different subjects • Advocacy – Recognition of framework – Uptake of framework
  11. 11. For more information Christine Irving Project Officer (part-time) National Information Literacy Framework Learner Support Glasgow Caledonian University Room RS305, (3rd Floor) 6 Rose Street Glasgow G3 6RB Tel: 0141 273 1249 e-mail: project website: framework website
  12. 12. Questions?