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

Questions?