This document describes two projects aimed at improving computing students' information literacy skills. The first project encouraged use of e-journals and improved electronic searching. It resulted in students making greater use of journals and advanced search techniques, and producing better quality bibliographies. The second project developed strategies to promote evaluating information quality. It led to higher quality bibliographies citing peer-reviewed sources and quality websites. Both projects embedded activities in the curriculum and used collaboration, reinforcement, and timely contextualized learning. An iterative cognitive skills model of information literacy is presented and mapping shows how skills are developed through stages of identifying needs, locating, evaluating, solving problems, and implementing solutions.

1. Role delineation in an iterative,
cognitive skills based model of
Information Literacy
Judith Keene and John Colvin, University of Worcester, U.K.
Justine Sissons, Worcester College of Technology

2. Lecturer’s Optimistic View
• Problem (2004)
– In academic writing
• Inappropriate research
• Solution!!
– E-journals now available
• On-line access would suit Computing students
Therefore
• Students would use e-journals
• Research would improve

3. Reality
• Little or no improvement
• Submitted assignments suggested
– Research
• Lecture Notes
• Un-refereed www sites
• Set texts (Possibly!!)
• Little independent broader academic research
– Journals
– Other texts

4. Project 1 – using e-journals
AIMS
• Encourage use of e-journals
• Improve electronic searching skills
WHAT DID WE DO?
• Measured student skills and searching behaviour (L&T
quotient)
• Gave an e-journal induction
• Reinforced use of e-journals
• Re-measured the quotient
• Collected other information

5. Project 1 - outcomes
• Significant rise in quotient
– Making greater use of using journals
– Making more use of advanced search
techniques
• Better quality bibliographies (more journal
articles)
• Positive feedback from focus groups

6. Project 2 – better quality information
AIMS
• Encourage students to select high quality resources
• Develop strategies for promoting and embedding
evaluation skills in the L&T process
WHAT WE DID
• Measured quotient
• Tested different approaches
• Remeasured quotient
• Collected other information

7. Project 2 - outcomes
• Significant rise in quotient
• Better quality bibliographies (peer reviewed
journals and quality websites)
• Changes to delivery methods in response to
interim results and feedback

8. Common themes
• Delivery by:
– Collaboration
– Reinforcement
• Delivery
– Embedding in curriculum
– Assessment Related
– Timely
– Contextualised learning activities

9. Identify Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Model
Problem
Solution

10. Identify
Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Model: Locate/Retrieve Stage
Problem
Solution

11. Locate /
Retrieve
Cognitive Skills
Knowledge: (Low level)
Awareness of
Relevant journals & magazines
Library Stock
Internet Resources
Application: (Medium Level)
Able to use a variety of search engines using
Keywords
Boolean Operators
Phrase/Proximity Searches

12. Identify
Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Model: Evaluate
Problem
Solution

13. Evaluate
Cognitive Skills
Analysis: (High Level)
Identifying relevant
extracts
Facts
Definitions
Techniques
Evaluation - Fixed Criterion:
(Medium/High)
Evaluating identified extracts against
Relevance
Authority of Source
Timeliness
etc.

14. Identify
Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Model: Information Needs
Problem
Solution

15. Identify
Information
Needs
Cognitive Skills
Awareness: (Low Level)
Concepts associated with problem
Analysis: (High Level)
Analysing problem to identify
Problem aspects requiring further information
Key words

16. Identify
Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Model: Solve Problem
Problem
Solution

17. Solve
Problem
Cognitive Skills
Analysis: (High Level)
Decompose problem
Evaluation: (High Level)
Information (against detailed problem needs)
Synthesis: (High Level)
Build a solution from retrieved information
Application: (Medium Level)
Apply techniques e.g.
Report structuring
Referencing

18. Teaching Computing Students
• Recent L&T Project
• Our students do not instinctively employ higher-
level cognitive skills
• Project Team recognised ‘traditional’ approach is
inappropriate
• Constructive Alignment: Biggs (2003)
• Find ‘group’ activities successful in encouraging
the use of higher-order cognitive skills
Colvin & Phelan (2006) Colvin, Price & Wright (2008)

19. How/Who: Locate / Retrieve Stage
Knowledge: (Low level)
Awareness of
Relevant journals & magazines
Library Stock, Internet Resources
Delivery
Short Joint presentation
Slides/Notes for Student use
Support
General Info Desk Enquiries

20. How/Who: Locate / Retrieve Stage
Application: (Medium Level)
Able to use a variety of search engines using
Keywords, Boolean Operators
Phrase/Proximity Searches
Delivery
Short Joint presentation
Individual Student Centred Activities
Support
1-1 Librarian Support

21. How/Who: Evaluation Stage
Analysis: (High Level)
Identifying relevant extracts
Delivery
Short Joint presentation
Student Centred Activities in Groups
Joint Consolidation
Support
1-1 Support: Lecturer or Subject
Specialist

22. How/Who: Evaluation Stage
Evaluation - Fixed Criterion: (Medium/High)
Delivery
Short Joint presentation
Student Centred Activities in Groups
Joint Consolidation
Support
1-1 Librarian Support

23. How/Who: Information Needs
Awareness: (Low Level)
Concepts associated with problem
Delivery
Routine Delivery of Course
Support
1-1 Support: Lecturer or Subject
Specialist Librarians

24. How/Who: Information Needs
Analysis: (High Level)
Analysing problem to identify
Problem aspects requiring further information
Key words
Delivery
Short Joint presentation
Student Centred Activities in Groups
Joint Consolidation
Support
1-1 Support: Lecturer or Subject
Specialist Librarian

25. How/Who: Problem Solving Stage
Analysis: (High Level)
Decompose problem
Evaluation: (High Level)
Information (against detailed
problem needs)
Synthesis: (High Level)
Build a solution from retrieved
information
Delivery
Routine Delivery of Course
Support
1-1 Support: Lecturer or Subject
Specialist Librarians

26. How/Who: Problem Solving Stage
Application: (Medium Level)
Apply techniques e.g.
Report structuring
Referencing
Delivery
Short Joint presentation
Slides/Notes for Student use
Support
1-1 Support: Lecturer or Librarian

27. Identify Information
Needs
Locate /
Retrieve
Evaluate
Solve
Problem
Information Literacy v Model
Problem
Solution