Information Literacy & Online Information Literacy

Information Literacy & Online Information Literacy

TRIG (TAFE Reference Interest Group)Swinburne University – Hawthorn Campus,

14th November 2003

Program

10.15 – 10.35 Know it All! Online – Angela Mare, Holmesglen10.35 – 10.55 Information Literacy Tutorial – Sarah Barnard, Kangan Batman11.00 – 11.15 Break11.15-11.35 UnCOILing information literacy at Chisholm- Terri Bell & Laraine Impey, Chisholm11.35 – 11.55 Assessing Information skills of students –

Laraine Impey, Chisholm12.00 – 2.00 Lunch – Glenferrie Hotel2.00 – 3.00 Information Literacy in TAFE Libraries – Group discussion3.00 – 3.30 Afternoon tea3.30 – 4.20 Promotion of Information Literacy and training – Group discussion4.20 – 4.30 Closing and thanks

CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003

Standard One:The information literate person

recognises the need for information and determines the nature and extent of the information needed.

CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003

Standard Two:The information literate person finds

needed information effectively and efficiently

CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003

Standard Three:The information literate person

critically evaluates information and the information seeking process

CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003

Standard Four:The information literate person

manages information collected or generated

CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003

Standard Five:The information literate person

applies prior and new information to construct new concepts or create new understandings.

CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003

Standard Six:The information literate person uses

information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information.

“Mayer Key competencies”Putting Education to work: The Key Competencies report (Mayer 1992)

Collecting, analysing and organising informationCommunicating ideas and informationPlanning and organising activitiesWorking with others and in teamsUsing mathematical ideas and techniquesSolving problemsUsing technology

Integration of the Key Competencies within Training Packages

Training Package Development Handbook. Part 5 Section 2

http://www.anta.gov.au/publication.asp?qsID=210

“Collecting, Analysing and Organising Information focuses on the capacity to locate information, sift and sort information in order to select what is required and present it in a useful way, and evaluate both the information itself and the sources and methods used to obtain it.”

Collecting, Analysing and Organising Information

Responsiveness to the purposes of information, the nature of the sources and the audienceApplication of access and retrieval techniques and principlesAnalysis and organisation of informationEvaluation of quality and validity of information

Performance Levels

Performance Level 1 (undertake tasks effectively):

At this level a person: follows existing guidelines for the collection, analysis and organisation of information, and accesses and records information from given sources; and organises information into predetermined categories, and checks information for completeness and accuracy

Performance Levels

Performance Level 2 (ability to manage tasks):

At this level a person: clarifies the needs of the audience and the purposes of the information, and accesses and records information from a variety of sources; and selects categories or structures by which to organise information; and assesses information for relevance, accuracy and completeness.

Performance Levels

Performance Level 3 (evaluating and reshaping tasks):

At this level a person: defines the needs of the audiences and the purposes of the information; and critically investigates sources to identify and distil relevant information, and identifies within information the main organising categories and structures; and evaluates the quality and validity of information.

Australian Qualifications Framework (AQF)AQF Implementation Handbook 2002

Certificate I

Certificate II

Certificate III

Certificate IV

Diploma Advanced Diploma

Receive and pass on messages/information

Access and record information from varied sources

Interpret available information, using discretion and judgement

Identify, analyse and evaluate information from a variety of sources

Evaluate information using it to forecast for planning or research purposes

Generate ideas through analysis of information and concepts at an abstract level

Table 4: Distinguishing features of Learning Outcomes•http://www.aqf.edu.au/implem.htm

Training Packages

National Training Information Service

www.ntis.gov.auExamples of key competencies embedded in Competency Standards/ Units of competency/Training Packages

Discovery template- University of Ballarat

Rose Counsel- Information Literacy Project Officer:Flexible and Online DevelopmentDiscovery template developed as part of the 2000-2001 UBonline project for integration within flexibly delivered units/courses.

http://www.ballarat.edu.au/aasp/acsupport/infores/library/discovery/index.shtml

Paper from CRIG forum May 2003http://www.caval.edu.au/wpr/crig/pa/2003_papers.html