The Scottish Information Literacy Project:working with partners to create an information literate Scotland
Information Literacy
What is it, who is it for and what does it mean to
you?
Christine Irving, Researcher / Project Officer, Scottish Information Literacy Project, Glasgow Caledonian University
What is Information?
What does information look like?
•Text•Journal articles•Websites•?
What is Information Literacy?
Definitions
• Should there just be one definition?
but
• which definition should you choose?
Who is Information Literacy for?
• Librarians?
• Education?Students - Higher Education or Further Education?Pupils – Secondary Schools, Primary Schools and or
Nursery?
• Workplace?
• Society?
What does Information look like to you?What does Information Literacy mean to you?
Information looks like this
Information looks like this
Information looks like this
Information looks like this
Information looks like this
Curriculum for ExcellenceTexts are defined as ‘the medium through which ideas, experiences, opinions and
information can be communicated’ which covers all different formats:
• novels, short stories, plays, poems• reference texts• the spoken word• charts, maps, graphs and timetables• advertisements, promotional leaflets• comics, newspapers and magazines• CVs, letters and emails• films, games and TV programmes• labels, signs and posters• recipes, manuals and instructions• reports and reviews• text messages, blogs and social networking sites• web pages, catalogues and directories
Information Literacy?
"Information literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner."
This definition implies several skills … (or competencies) that are required to be information literate … an understanding of:
• A need for information • The resources available • How to find information • The need to evaluate results • How to work with or exploit results • Ethics and responsibility of use • How to communicate or share your findings • How to manage your findings
CILIP (2004) www.cilip.org.uk/get-involved/advocacy/learning/information-literacy/pages/definition.aspx
Information Literacy is for everyone
“In an era of lifelong learning, this effectively means that information literacy has relevance for all ages from primary school to senior citizens. Information literate people understand more than how to find information, they understand its limitations and the need to examine how they use information, and they understand how to manage and communicate information. Information literacy is an essential and discrete dexterity – everyone relies on information everyday.” CILIP
www.cilip.org.uk/get-involved/advocacy/learning/information-literacy/pages/introduction.aspx
Curriculum for Excellence (2009) Literacy across learning
“Children and young people not only need to be able to read for information; they also need to be able to work out what trust they should place on the information and to identify when and how people are aiming to persuade or influence them.”
Curriculum for Excellence (2009) Literacy across learning Principles and practice, available at: http://www.ltscotland.org.uk/Images/literacy_across_learning_principles_practice_tcm4-540108.pdf
Curriculum for Excellence (2009)Information Literacy
information literacy can be found in Curriculum for Excellence Literacy across learning experiences and outcomes:
• finding and using information in the listening and talking, and reading sections
• understanding, analysing and evaluating in listening and talking, and reading sections "to encourage progression in understanding of texts, developing not only literal understanding but also the higher order skills"
• organising and using information in the writing section
www.ltscotland.org.uk/curriculumforexcellence/responsibilityofall/literacy/index.asp
Information literacy looks like this in Nursery
Blooming Blooms - Kilmacolm Nurseryhttp://caledonianblogs.net/nilfs/2010/02/25/questioning-kilmacolms-innovative-
blooming-blooms-approach/
An Information Literate Society
“For all societies, Information Literacy is becoming an increasingly important
component of not only literacy policies and strategies, but also of global policies to
promote human development.”
UNESCO (2003) Towards an Information Literate Society http://portal.unesco.org/ci/en/ev.php-URL_ID=13272&URL_DO=DO_TOPIC&URL_SECTION=201.html
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
HOME ABOUT
Appendicies
Appendix A:Examples ofinformation literacy material
Appendix B: Existing skillsdefinitions, frameworks andmodels used to inform the
development of the draft nationalframework
Appendix D: University of AbertayDundee: Information Literacy
Framework
Appendix E: LoughboroughUniversity Library Information
Literacy: IL competences
OVERVIEW
Information Literacy and LifeLong learning
Information Literacy andEducation
INFORMATION LITERACY USE OF THE FRAMEWORK
CASE STUDIES - NHS ILCOMPETENCY FRAMEWORK;
SCOTTISH GOVERNMENT: - SKILLSSTRATEGY CASE STUDY / LIS IL
STRATEGY & IL WORK
CILIP Information LiteracyDefinition
Lifelong learning including allinformation using communitities e.g.
community learning and in theworkplace
CASE STUDIES - UNIVERSITY OFABERTAY
SCONUL 7 PILLARS
Further Education & HigherEducation
Information Handling Skills
CILIP Information LiteracyDefinition
CASE STUDIES - COLLEGE (ILDIAGNOSTIC ASSESSMENT),
GOVAN HIGH SCHOOL (STAFFINDUCTION, FUTURE SKILLS), S1ENGLISH RESEARCH, SCIENCEDRAFT CfE OUTCOMES, HIGHER
HISTORY,
SCQF Levels 1 - 7
Secondary Schools & FurtherEducation
EXPLORE MODEL
CASE STUDIES - EXPLOREMODEL, NORTH AYRSHIRETOOLKIT, ABERDEENSHIRE
SCHOOLSKIT, TRANSITION WORK
Schools (P3 - P7)
FRAMEWORK LEVELS ASSESSMENTS
National Information LiteracyFramework (Scotland)
http://caledonianblogs.net/nilfs/
Contact details Christine IrvingResearcher / Project OfficerMilton Street BuildingMS005 (ground floor) Glasgow Caledonian UniversityCowcaddens RoadGlasgow, G4 0BATel: 0141-273 -1249
Email [email protected]
Project website www.caledonian.ac.uk/ils/Project blog http://caledonianblogs.net/information-
literacy/ Framework http://caledonianblogs.net/nilfs/