Today my second life infolit group discussed this concept. Sheila Webber talked about her work referring to her paper (see http://www.sconul.ac.uk/publications/newsletter/33/12.pdf for an example of her work with Bill Johnson.) She also referred to
Webber, S. and Johnston, B. (2006) “Working towards the information literate university.” In Walton, G. and Pope, A. (Eds) Information literacy: recognising the need. Staffordshire University, Stoke-on-Trent: 17 May 2006. Oxford: Chandos. pp 47-58
I intend to read these.
An information literate university is a good university. If we can define and teach the skills that make people information literate then our universities will be successful. Recognising the values of these skills and incorporating them explicitly into each person in the university, throughout their course of study, so that they pervade the university ethos, should be the institution's aim.
Many academics were consulted and asked how they would define an information literate university. One group saw it in the following concepts:
"Outward looking: breaking down disciplinary
boundaries; share knowledge and expertise
more widely; work with community
• ‘Innovation: cutting edge practice in teaching
& learning and in research; constant renewal
and review of trends and issues; risk taking
• ‘Communication: collaboration, strengthened
relationships; teamwork; work practice could
be more open
• ‘Learning: student-centred
• ‘Wisdom: evidence-based practice; reflective
practice; teachers would model learning
• ‘Barriers [to all the above] fear; time; reward/
tenure structure; big picture e.g. government’s
perceptions of a university’s role.’
Sheila and Bill look at the ways in which this could be achieved and the ways in which Information Literacy could be assessed and measured."
The group discussion was eclectic and frantic, as usual, but fun. I can't really remember much about what was said except that it reinforced the concepts above and made me realise what I didn't know, for instance the question "how do you measure Information Literacy?". Another interesting question was "Is the 'Google Generation' a myth? (discuss...)
Webber, S. and Johnston, B. (2006) “Working towards the information literate university.” In Walton, G. and Pope, A. (Eds) Information literacy: recognising the need. Staffordshire University, Stoke-on-Trent: 17 May 2006. Oxford: Chandos. pp 47-58
I intend to read these.
An information literate university is a good university. If we can define and teach the skills that make people information literate then our universities will be successful. Recognising the values of these skills and incorporating them explicitly into each person in the university, throughout their course of study, so that they pervade the university ethos, should be the institution's aim.
Many academics were consulted and asked how they would define an information literate university. One group saw it in the following concepts:
"Outward looking: breaking down disciplinary
boundaries; share knowledge and expertise
more widely; work with community
• ‘Innovation: cutting edge practice in teaching
& learning and in research; constant renewal
and review of trends and issues; risk taking
• ‘Communication: collaboration, strengthened
relationships; teamwork; work practice could
be more open
• ‘Learning: student-centred
• ‘Wisdom: evidence-based practice; reflective
practice; teachers would model learning
• ‘Barriers [to all the above] fear; time; reward/
tenure structure; big picture e.g. government’s
perceptions of a university’s role.’
[Librarians tend to define Information literacy in more basic skills terms; knowing how to use computers, knowing how to find a journal article you want etc. whereas the field is much wider than that. ] Sheila and Bill thinks people should talk about 'information literacy education' rather than 'skills.'
Sheila and Bill look at the ways in which this could be achieved and the ways in which Information Literacy could be assessed and measured."
The group discussion was eclectic and frantic, as usual, but fun. I can't really remember much about what was said except that it reinforced the concepts above and made me realise what I didn't know, for instance the question "how do you measure Information Literacy?". Another interesting question was "Is the 'Google Generation' a myth? (discuss...)
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