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A National Information Literacy Framework for Scotland
Christine IrvingGlasgow Caledonian University
Wider Community Open Meeting Wednesday 23rd May 2007
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
CommonThemes
planning
locating
organising
representing
evaluating
EXPLORE
a) A topic is selected and a range oftechniques is used to define it clearly.
b) A suitable strategy is adopted toidentify appropriate keywords.
c) The different stages of the planningprocess are identified correctly.d) An appropriate action plan is
prepared.
planning and organising
a) The broad categories/formats ofinformation sources are identified
correctly, together with one advantageand one disadvantage of each.
b) A range of suitable informationsources is identified.
c) The selected information sourcesare searched effectively to find
relevant information on the chosentopic.
identification of suitableinformation sources
a) The criteria used to evaluateinformation are identified correctly.b) The criteria are used correctly toevaluate the relevant information.
evaluating information
a) The action plan, selectedkeywords, information sources and
search strategy used are reviewed inlight of the results produced.
b) Appropriate changes for a similarfuture search are identified.
reviewing
IHS
recognise a need for information
knowledge of appropriate kinds ofresources, both print and non-print
the selection of resources with 'bestfit' for task at hand
the ability to understand the issuesaffecting accessibility of sources
distinguish ways in which theinformation 'gap' may be
addressed
to articulate information need tomatch against resources
to develope a systematic methodappropriate for the need
to understand the principles ofconstruction and generation of
databses
construct strategies for locatinginformation
to develop appropriate searchingtechniques (e.g. use of Boolean)
to use communication and informationtechnologies, including terms
international academic networks
to use appropriate indexing andabstracting services, citation indexes
and databases
to use current awareness methods tokeep up to date
locate and access information
awareness of bias and authorityissues
awareness of the peer review processof scholarly publishing
appropriate extraction of informationmatching the information need
compare and evaluate informationobtained from different sources
to cite bibliographic references inproject reports and theses
to construct a personal bibliographicsystem
to apply information to the problem athand
to communicate effectively usingappropriate medium
to understand issues of copyright andplagiarism
organise, apply and communicateinformation to others in waysappropriate to the situation
synthesise and build uponexisting information, contributingto the creation of new knowledge
SCONAL
Recognising that information isneeded; understanding why
information is needed, what (and howmuch; what kind of) information is
required, as well as any associatedconstraints (e.g. time, format,
currency, access); recognising thatinformation is available in a wide
range of formats in variousgeographical and virtual locations. Theability to articulate a question and sodevelop a focus for the research is an
important skill.
understanding a need
Be able to identify what resources areavailable for exploitation, where theyare available, how to access them,
the merits of individual resourcetypes, and when it is appropriate to
use them.
understanding availability
An ability to search appropriateresources effectively and identify
relevant information.
understanding how to findinformation
Be able to evaluate information for itsauthenticity, accuracy, currency,value and bias. Also, be able to
evaluate the means by which theresults were obtained in order to
ensure that your approach did notproduce misleading or incomplete
results.
understanding the need toevaluate results
Analyse and work with the informationto provide accurate, presentable
research results, or to develop newknowledge and understanding.
understanding how to work withor exploit results
Know why information should be usedin a responsible, culturally sensitiveand ethical (professional, business,personal ethics) manner. Respect
confidentiality and always give creditto other people’s work. Understandthe nature and uses of bias, in order
to report appropriately. Whereappropriate, provide a balanced
(unbiased) report.
understanding ethics andresponsibility of use
The ability to communicate/shareinformation in a manner or format thatis appropriate to the information, the
intended audience and situation.
understanding how tocommunicate or share your
findings
Know how to store and manage theinformation you have acquired usingthe most effective methods available.Reflect critically on the process and
achievement as well as on thesources found in order to learn fromthe experience of finding and using
information.
understand how to manage yourfindings
CILIP IL DefinitionInformation Literacy
A National Information Literacy Framework Scotlandwww.caledonian.ac.uk/ils/framework.html
Skills for everyone
Contents
• Back ground information and provenance • Acknowledgements • Information literacy – what it is• Information literacy and lifelong learning• Information literacy education• Use of the Information Literacy framework • The framework levels• Information literacy and assessment• Appendices
Appendices
• Examples of information literacy material • Existing skills definitions, frameworks and models used
to inform the development of this national framework • SQA National Unit Qualification - Information Handling
Skills DF9J 11 (Intermediate level 2) • Mind map of models, qualification and skills definition
used in draft national framework • University of Abertay Dundee: Information Literacy
Framework • Loughborough University Library Information Literacy: IL
competencies
Information Literacy Levels
• Schools
• Schools / Further Education
• Further / Higher Education
• Higher Education
• lifelong learning including all information-using communities e.g. community learning and in the workplace
Draft Framework
planning
locating
organising
representing
evaluating
EXPLORE
Schools (P3 - P7)
defining the topic
identification of key words
planning and organising
identification of suitable informationsources
effective searching
evaluating information
understanding ethics andresponsibility of use
understanding how to communicate orshare your findings
CILIP Information LiteracyDefinition
reviewing
Information Handling Skills
SCQF Levels 1 - 7
Further Education & Schools
recognise a need for information
distinguish ways in which theinformation 'gap' may be addressed
construct strategies for locatinginformation
locate and access information
compare and evaluate informationobtained from different sources
synthesise and build upon existinginformation, contributing to the
creation of new knowledge
SCONUL
SCQF Level 8 - 12
Higher Education & FurtherEducation
understanding a need
understanding availability
understanding how to find information
understanding the need to evaluateresults
understanding how to work with orexploit results
understanding ethics andresponsibility of use
understanding how to communicate orshare your findings
understand how to manage yourfindings
CILIP Information LiteracyDefinition
Lifelong learning including allinformation using communitities e.g.
community learning and in theworkplace
Information Literacy Framework
Piloting
• Partners from different sectors working at different levels within different subjects to provide
• Examples of information tasks within different sectors at different levels and with different subjects and courses:– existing learning that is taking place – new activities that have been specifically created
• Exemplars of how the skills, knowledge and understanding at different levels can be mapped into specific subjects or course design.
Comments / discussion points from meeting with partners and advisory
group• Needs to be enriched with exemplars of good practice• Quite large so may need to be repurposed• Link to new 3 -18 curriculum (Curriculum for Excellence)• Link to higher level complex skills – problem solving,
innovation• Missing links
primary -> secondary and secondary -> tertiary Involvement of others pupil support, involving teachers, lecturers in the integration of learning
• the development of skills throughout a University career …, indicating in some way a progression from skills developed in first year to a deeper level of understanding by the time of postgraduate study
Comments / discussion points from meeting with partners and advisory
group (cont.)Advocacy issues• QAA enhancement, SQA, embedding IL in teaching
certificates, involve Learning and Teaching Scotland, target Learning and Teaching champions
• Advocacy needs to be bottom up as well as top down – all levels need to be involved
• Advocacy toolkit – CILIPS Information Literacy Task and Finish Group
• Need to create a vision as to how IL will look over the next couple of years
• Educational development strategies may be viewed as analogues to the framework
• Link to employability and transitions to work
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
– Work on the missing links between the different sectors
– Workplaces, adult literacies, community learning, professional bodies, CPD
• Advocacy– Recognition of framework– Uptake of framework
For more informationChristine IrvingProject Officer (part-time)National Information Literacy FrameworkLearner SupportGlasgow Caledonian UniversityRoom RS305, (3rd Floor)6 Rose StreetGlasgow G3 6RB Tel: 0141 273 1249e-mail: christine.irving@gcal.ac.uk
project website: www.caledonian.ac.uk/ils/ framework website www.caledonian.ac.uk/ils/framework.html
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