Towards a Strategy
Proposal for Endorsement for Academic
Board
Background − What are Information Skills?
As far back as 1989 the American Library
Association gave the following definition of information literacy,
or as we prefer to call it, information skills: "To be information
literate, a person must be able to recognize when information is
needed and have the ability to locate, evaluate and use effectively
the needed information" (American Library Association 1989).
More recently the UK Chartered Institute of
Library and Information Professionals (CILIP) provided the
definition "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" (CILIP 2004).
Information skills should not be confused with
IT skills, which are usually focussed on understanding applications
and manipulating data. Information skills are about finding and
using information; while information technology is integral to this
process and IT skills are a pre-requisite of information skills,
the two are quite distinct. In a nutshell, information skills are
about 'knowing how to find out' a skill as fundamental in the
information age as being able to navigate a keyboard.
Students need to acquire skills that enable
them not only to find the information they require, but to be
selective and make critical judgements on accuracy, relevance and
currency. This is an important part of the learning process. It is
a life-long learning skill and falls in line with the College's
mission statement to "Provide widely-accessible opportunities for
life-long learning, underpinned by scholarship and research".
In 1999 SCONUL (Society of College, National
and University Libraries) published a position paper outlining the
state of information skills in higher education. As part of
developing Learning and Teaching strategies institutions need to
assess their own approach to information skills, and "be more
proactive in contributing to the debate about the learning
implications of an 'information society'"
SCONUL also put forward the "Seven pillars of
information literacy" model (see Appendix 1) which is a useful
model of the stages that need to be addressed in gaining
information skills.
These are:
- Recognise the information need –
what do I need to find out?
- Distinguish ways of addressing gap –
how do I go about finding out, choosing suitable sources,
print/Internet
- Construct strategies for locating –
search databases/Internet using defined search strategy, keyword,
and/or e.g. Boolean searching, library web pages, catalogue,
reference section (print sources)
- Locate and access – finding
information in the library catalogue and other catalogues,
databases, getting hold of it, e.g. electronic journals available
immediately, finding books on shelf, inter-library loan
- Compare and evaluate – how accurate
is the information, does it come from a reliable, authoritative
source? Is it peer-reviewed? How can I evaluate it?
- Organise, apply and communicate –
Use of the information in writing essays, citing references
correctly, avoiding plagiarism, applying one's own analysis and
presenting the information, keeping records and bibliographical
references
- Synthesise and create – using
current awareness services, regular database searches, contributing
to the knowledge base by publishing own papers
A further SCONUL publication, also supported
by the Higher Education Academy, Learning outcomes and
information literacy (SCONUL 2004) cites case studies of best
practice in universities where information skills have been
successfully incorporated into the curriculum.
Information literacy skills training should be
integrated or "embedded" into the curriculum, being planned for and
resourced at the course planning stage. Involvement of Library and
Information Services (LIS) staff at this stage is key to achieving
this objective.
Information skills at York St John College − The Way
Forward
Information skills
- need to be properly identified as key skills
in the Learning and Teaching strategy
- should be integral part to all programmes and
be delivered as part of at least one module and assessed as part of
that module
- should be primarily delivered by LIS in
collaboration with academic and other staff
- should be in line with the SCONUL 'Seven
Pillars' model, embedding information skills into the curriculum
but taking note of the individual requirements for courses.
Outline for an Information Skills
Strategy
As the Learning and Teaching strategy is
currently being revised it is opportune to consider the development
of a parallel Information Skills strategy. This would bring the
College into line with current practice in other local
universities, such as the University of Huddersfield, Leeds
University and Leeds Metropolitan University.
LIS aims to increase the amount of information
skills training provided to students within the curriculum. It is
essential that training is integrated into modules and well-timed
so as to be directly relevant to students. It is important to state
here that there are already examples of good practice in
information skills teaching and learning at York St John (see
Appendix 2). However, in order to extend such practice to all
students, particularly at undergraduate level, LIS proposes that a
Framework for Embedding Information Skills in the
Curriculum should be established in line with the
SCONUL seven pillars model.
Such a framework would help to develop closer
collaboration between Academic staff and LIS staff in order to
improve integration of information skills into college programmes
for the benefit of students. As part of the framework, LIS
recommend that at least one module at a particular level of study
could be identified as key for inclusion of an information skills
element which would involve input from the Academic Support
Librarians. LIS would also like to see information skills
identified as a key skill in college programmes alongside the
existing 5 key skills. In this way, information skills should
attain the profile in the curriculum which it needs in order to be
adopted across all subjects evenly rather than depending upon ad
hoc initiatives.
Proposal to Academic Board
That Academic Board accepts this paper
and endorses the principle that Information Skills should be
incorporated into all programmes of study developing and extending
existing practice
This to be on basis of a Framework for
Embedding Information Skills in the Curriculum to be devised
by LIS and academic staff
Outline Implementation Plan
- Information skills are incorporated into the revised Learning
& Teaching Strategy and are established as a sixth 'key skill'.
Developing student information skills becomes a primary purpose of
the LIS division of the Directorate of Learning & Teaching and
staffing and resources are adjusted accordingly
- A working group comprising academic staff drawn from each
School and Learning & Teaching staff (Library & Information
Services and E-Learning) is set up to devise a Framework for
Embedding Information Skills in the Curriculum based on the
SCONUL 'seven pillars model'. The Framework, to be generic
but aligned with the College curriculum and structures, to be
completed by early summer term 2006.
- The Framework is endorsed by appropriate College
committees late summer 2006. Each School to assign a member of
staff to work with Academic Liaison Librarians to begin developing
a programme of Information Skills provision to meet needs of School
and to take account of professional and other requirements and
criteria
- The Framework is used as a basis for the restructuring
of the Information Skills provision delivered by Academic Liaison
Librarians during academic year 2006/07. In the main, this is
through building on existing links and practice rather than
extending to new programmes/areas.
- In conjunction with academic staff Academic Liaison Librarians
work to extend Framework based Information Skills to
programmes where existing provision is patchy or absent
- From academic year 2007/08 Information Skills is part of the
programme for all new undergraduate students and, as far as is
appropriate, students at other levels.
- Throughout this process the Group charged with drawing up the
Framework continues to meet on a bi-annual basis to
monitor development, ensure consistency and steer the overall roll
out of provision. The Group to be co-ordinated by an Academic
Liaison Librarian given specific responsibility for overseeing the
entire project.
REFERENCES
- American Library Association (1989) Available
from: [Broken link removed] Accessed 29 September 2005
- Chartered Institute of Library and
Information Professionals (2004) Available from:
http://www.cilip.org.uk/professionalguidance/informationliteracy/definition/
Accessed 29 September 2005
- Peters, Janet & SCONUL Advisory Committee
on Information Literacy (2004)Learning outcomes and information
literacy. Prepared by Janet Peters on behalf of the
SCONUL Advisory Committee on Information Literacy. Higher Education
Academy, 2004. [Broken link removed] Accessed 3 October 2005
- Society of College, National and University
Libraries (1989) Information skills in higher education:
a SCONUL Position Paper. Prepared by the Information Skills
Task Force, on behalf of SCONUL. December 1999. [Broken link
removed] Accessed 30 September 2005
APPENDIX
Examples of existing information skills
sessions developed by the Academic Support Librarians.
School of
Arts
Literature
- Year One students attend a group lecture demonstrating skills
to be tested in follow-up 'hands-on' sessions. All students then
have to attend an hour long session to undertake a worksheet which
tests: searching the library catalogue; Harvard style for books and
journals; physically locating a journal in the library; searching a
database; physically locating a video in the library. All students
have to complete and hand in the sheet which is then marked and has
to be 'passed' in order to complete the module. These sessions are
linked to the 'Reading texts' module in semester one.
- Special study lecture given for one hour discussing advanced
searching on library catalogue, library databases, electronic
periodicals, web pages, interlibrary loans, etc. Usually given in
semester one of final year.
- Advanced induction given to MA students containing basic
induction materials plus searching on databases, web pages,
etc.
Dance
- Year One have initial demo followed by 'hands-on' sessions
where they are given worksheets testing: searching the library
catalogue; Harvard style; database searching; physically locating a
journal and a video in the library.
- Year Two have demo followed by 'hands-on' sessions where they
are given worksheets testing: advanced searching on library
catalogue; advanced searching on several different databases using
Boolean operators; electronic periodical search; website
search.
Performance
(Dance/Drama/Music)
- Special study lecture for one hour given to all final year
students discussing advanced searching on library catalogue,
library databases, electronic periodicals, web pages, interlibrary
loans, etc.
School
of Professional Health
studies
Occupational
Therapy/Physiotherapy
- Year One sessions offered in same format as Literature/Dance
but not linked to modules and students have to sign up.
- Special study session demonstrating advanced searching on
library catalogue and databases, electronic periodicals,
inter-library loans, etc. with opportunity for 'hands-on' where
students can try out their own special study topics.
There is some lack of clarity with regard to
provision for the School of Professional Health Studies as a result
of the existence of the post of Health Information Specialist, the
role of which would appear to overlap with that of Academic Liaison
Librarian
School
of Education and
Theology
Theology
- Information skills sessions are developed to meet the needs of
specific modules. E.g. for the level 2 module 'Research design and
planning in theology and religious studies'. The emphasis is on
electronic resources – full-text periodicals, located through the
library catalogue and via commercial indexes and suppliers – and
relevant websites via library guides and subject portals developed
for higher education. This is a hands-on session to facilitate
learning.
Education
- As above, sessions are developed to meet the needs of modules.
These vary in level and content depending on the educational
experience of students. First year BA Education students
receive a presentation on 'Using electronic journals' which is
followed immediately by a worksheet requiring online searching to
reinforce learning. This is to support the module 'Learning with
ICT in education' but will also have applications to most other
modules.
- Other individually developed support sessions have been
prepared for programmes ranging from the Foundation Degree in
Supporting Learning to the MA in Educational Improvement
Development and Change.
School
of MCC
Management
- Second year undergraduate Business Management students attend
introductory lecture about searching databases and electronic
journals; then participate in a follow-up workshop session during
which they practice search techniques using relevant databases and
electronic periodicals services. This is timed to coincide with
their work to produce their literature review for the Research
Methods module.
Counselling
- MA and Diploma students attend 'hands-on' workshops on
searching electronic journals and databases. They search for their
own topics with guidance from Subject Librarian in liaison with
counselling tutors.
School
of Sports Science and
Psychology
Psychology
- First year Undergraduate Psychology students attend an
introductory demonstration and then complete a worksheet about
searching the library catalogue, locating a journal in the library,
searching an electronic journal and citing references using BPS.
Worksheet is completed in students' own time and is then marked by
Academic Support Librarian and returned via tutor. Marked as part
of the module Managing and Reflecting. Model answers then posted
onto WebCT to provide feedback.
Sport
- First year Sport studies students attend workshops as part of
the Sport, Society and the Community module. The students have to
sign an attendance sheet. An initial demonstration introduces the
tasks which are similar to those for psychology, except that the
Harvard system is not covered, and in addition to the library
catalogue the students also search internet sites and Sport Discus
database. There are worksheets to complete for 'hands-on' practice
during the workshop with help and support from the Subject
Librarian. Model answers are posted on WebCT to provide
feedback.
Library and Information Services
November 2005