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Information Literate Students
A Must for Every UniversityAlissa Sputore and Felicity RennerAlissa was formerly the Senior Librarian for the Business and Law Libraries, and Felicity is the acting Senior Librarian for the Science Libraries. Developing lifelong learners is central to the mission of higher education institutions. ‘By ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn ... universities provide the foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities’ (The Association of College and Research Libraries, 2000, p. 4). Information literacy is a crucial part of lifelong and independent learning. Students who are information literate understand the importance of using ‘information effectively to learn, create new knowledge, solve problems and make decisions’ (Bundy, 2004). These skills complement and enhance a student’s degree of critical thinking and, as such, contribute to an individual’s learning well beyond their time at university. Fundamental to reaping the full benefits of a global knowledge society, information literacy is at the heart of UNESCO’s mandate for the construction of knowledge societies (UNESCO, 2009). What is information literacy?The concept of ‘information literacy’ cannot be traced to the work of a single author. Rather, the idea reflects a convergence of thinking from many developments, disciplines, sectors and areas of research (Horton, 2007). The Australian and New Zealand Information Literacy Framework, adopted by the Council of Australian University Librarians (CAUL), describes the standards for information literacy. Information literate people:
Why should you care?Students who are information literate can be described as having the following characteristics:
Information literacy is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to engage critically with content and extend their investigations, become more self-directed, and assume greater control over their own learning. What’s happening at UWA?The Library’s Information Literacy Strategic Directions Statement identifies the guiding principles of information literacy at UWA and recognises the importance of ‘librarians at UWA working collaboratively with each other and with academic staff to ensure UWA students develop appropriate information competencies’ (The University of Western Australia, 2008). The Library has traditionally offered face-to-face information literacy to students at various points in their student experience. For example, introductory sessions and library tours are offered at Orientation, advanced sessions and EndNote classes may be offered to honours students, and specific, topic-based sessions have been developed, in collaboration with academic staff, for certain subject areas within a course of study. In addition to this, librarians are available for individual consultation with students upon their request. In recent years the UWA Library has taken advantage of new technologies to deliver additional information literacy initiatives online. This format has the ability to reach a greater number of students, who are able to work through a session at their own convenience. UWA students are increasingly developing essential information skills through UWA Library initiatives such as IRIS (Introductory Research and Information Skills), which first year students from arts, business and science are required to complete, and BRAIN (Beginner Research and Information Network) for Medicine and Dentistry students. These are online courses that cover each of the CAUL standards in an interactive format involving self-tests and reflection. Feedback gathered from student surveys conducted in 2007 and 2008 suggests students receive positive benefits from completing IRIS. Over 70% of students agreed that their ability to select appropriate information resources, develop search strategies and critically evaluate information improved by completing the online modules. The University has recognised the value of IRIS by approving these as compulsory units for newly commencing undergraduate students, in a pass/fail model. The UWA Library is currently working with the Graduate Research School and the Postgraduate Students’ Association on a project that is designed to deliver online scholarly literacy learning material to UWA postgraduate students. Individual learning modules have been designed to be reusable in a number of different online contexts. They will be available from the Graduate Research School’s web pages and will also be able to be inserted into WebCT courses. The online material is expected to be available in mid-2009. What can you do?While many students learn successfully through the Library’s variety of information literacy sessions, some students are not taking the important next step of applying these skills to their study and assessment activities. By embedding information skills and techniques into course or unit design, information literacy skills become immediately relevant and recognisably valuable to students as they complete their assignments and produce a higher standard of work. The UWA Library encourages teaching staff to:
By actively promoting information literacy, UWA contributes to the development of lifelong learners, who are able to participate in, and reap the full benefits of, our global knowledge society. References
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