The Information Literacy Group (ILG)

• Special Interest Group of Chartered Institute of Library and Information Professionals set up in 2003

• Founded LILAC in 2004 • Run the the open access, peer-

reviewed Journal of Information Literacy

• Run informationliteracy.org.uk• Fund training events, sponsorship and

offer research bursaries for members• Community of over 1400 members,

4600 followers on Twitter @infolitgroup

https://www.flickr.com/photos/criminalintent/38

34911120

ILG aims….

• Share and celebrate good practice in information literacy teaching and research

• Provide a network and a voice for information literacy work in the library profession

• Undertake research and innovation initiatives

• Work across the library sectors

• Reach out beyond the library sector

Our challenge…..

• To get IL recognised outside the higher education and library community

• To connect with other interested stakeholders

• To challenge traditional views of what librarians do and what information literacy is

IL Awards

Helen Howard, University of Leeds,

Winner of the Information Literacy

Award 2017

Stephanie (Charlie) Farley, University of

Edinburgh, Winner of the Credo Digital

Award 2017 for 23 Things for Digital

Knowledge

Research Bursaries

• Funding high quality research to explore the impact of IL outside higher education

• Award funding twice per year and currently open to our members in the UK

• Three projects completed to date

• A further six projects currently running

Full details of all projects at

http://www.informationliteracy.org.uk/researching/projects

/

Information literacy frameworks in Higher

Education

InfoFest, Thu 4th May 2017

University of Kent, Canterbury

Dr Charles Inskip

c.inskip@ucl.ac.uk

Overview

• Definitions of IL, theories, models and frameworks

• Overview and discussion of various models

• Exercise

Information literacy…

• “… information literacy and lifelong learning are the beacons of the Information Society, illuminating the courses to development, prosperity and freedom. Information Literacy lies at the core of lifelonglearning. It empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion of all nations.” (UNESCO, 2006)

Information literacy…

• “Knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.” (CILIP)

• “Information literate people will demonstrate an awareness of how they gather, use, manage, synthesise and create information and data in an ethical manner and will have the information skills to do so effectively.” (SCONUL)

Information literacy…

• “Information literacy is a continuum of skills,

behaviours, approaches and values that is so

deeply entwined with the uses of information as to

be a fundamental element of learning, scholarship

and research. It is the defining characteristic of the

discerning scholar, the informed and judicious

citizen, and the autonomous learner.” (ANCIL,

2011)

Information literacy…

• “the capabilities which fit someone for living,

learning and working in a digital society.” (JISC –

digital literacies)

Information literacy…

• “Information literacy is the set of integrated

abilities encompassing the reflective discovery of

information, the understanding of how information

is produced and valued, and the use of

information in creating new knowledge and

participating ethically in communities of learning.”

(ACRL)

Frameworks, models, theories

• Theory: idea which attempts to explain something -“systematic ideational structure of broad scope, conceived by the human imagination, that encompasses a family of empirical (experiential) laws regarding regularities existing in objects and events, both observed and posited.” –Encyclopaedia Britannica, 1998)

• Model: “a deliberate simplification of something complicated with the objective of making it more tractable based on a theory” (Frigg & Hartmann, 2017)

• Framework: brings together information and ideas to guide a consistent approach

Frigg, Roman and Hartmann, Stephan, "Models in Science", The Stanford Encyclopedia of Philosophy (Spring 2017 Edition), Edward N. Zalta (ed.),

https://plato.stanford.edu/archives/spr2017/entries/models-science/

DIKW

Frické, M. (2009). The knowledge pyramid: A

critique of the DIKW hierarchy. Journal of

Information Science, 35(2), 131-142.

Rowley, J. (2007). The wisdom hierarchy:

representations of the DIKW hierarchy. Journal

of Information Science, 33(2), 163-180

Wisdom

Knowledge

Information

Data

Kuhlthau – information seeking

http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/

Eisenberg / Berkowitz – Big Six

http://www.big6.com/

http://ecil2014.ilconf.org/wp-content/uploads/2014/11/Willer-Eisenberg.pdf

Big Blue

http://www.webarchive.org.uk/wayback/archive/20140615031940/http://www.jisc.ac.uk/media/documents/programmes/jos/bigbluefinal

report.pdf

SCONUL Seven Pillars

http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf

Can review the research process and compare and evaluate information and

data

Understands:

The information and data landscape of their learning/research context

Issues of quality, accuracy, relevance, bias, reputation and credibility relating to

information and data sources

How information is evaluated and published, to help inform personal evaluation

process

The importance of consistency in data collection

The importance of citation in their learning/research context

Is able to:

Distinguish between different information resources and the information they

provide

Choose suitable material on their search topic, using appropriate criteria

Assess the quality, accuracy, relevance, bias, reputation and credibility of the

information resources found

Assess the credibility of the data gathered

Read critically, identifying key points and arguments

ACRL standards

http://www.slideshare.net/donnarosemary/i-found-it-on-facebook

http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf

Standard Three

The information literate student evaluates information and its sources critically

and incorporates selected information into his or her knowledge base and value

system.

Performance Indicators:

1.The information literate student summarizes the main ideas to be extracted

from the information gathered.

Outcomes Include:

1. Reads the text and selects main ideas

2. Restates textual concepts in his/her own words and selects data

accurately

3. Identifies verbatim material that can be then appropriately quoted

1.The information literate student articulates and applies initial criteria for

evaluating both the information and its sources.

Outcomes Include:

1. Examines and compares information from various sources in order to

evaluate reliability, validity, accuracy, authority, timeliness, and point of

view or bias

2. Analyzes the structure and logic of supporting arguments or methods

3. Recognizes prejudice, deception, or manipulation

4. Recognizes the cultural, physical, or other context within which the

information was created and understands the impact of context on

ANZIL framework

The Australian and New Zealand information literacy framework is based on four

overarching principles. These are, that information literate people

• engage in independent learning through constructing new meaning,

understanding and knowledge

• derive satisfaction and personal fulfillment from using information wisely

• individually and collectively search for and use information for decision making

and problem solving in order to address personal, professional and societal

issues

• demonstrate social responsibility through a commitment to lifelong learning and

community participation

http://www.caul.edu.au/content/upload/files/info-literacy/InfoLiteracyFramework.pdf

The information literate person critically evaluates information and the information

seeking process

Learning outcomes

The information literate person

3.1 assesses the usefulness and relevance of the information obtained

3.2 defines and applies criteria for evaluating information

3.3 reflects on the information seeking process and revises search strategies as necessary

3.1 assesses the usefulness and relevance of the information obtained • assesses the

quantity, quality, and relevance of the search results to determine whether alternative

information access tools or investigative methods should be utilised • identifies gaps in

the information retrieved and determines if the search strategy should be revised •

repeats the search using the revised strategy as necessary

3.2 defines and applies criteria for evaluating information • examines and compares

information from various sources to evaluate reliability, validity, accuracy, authority,

timeliness, and point of view or bias • analyses the structure and logic of supporting

arguments or methods • recognises and questions prejudice, deception, or manipulation

• recognises the cultural, physical, or other context within which the information was

ANCIL

https://newcurriculum.wordpress.com/project-reports-and-outputs/

Strand 4 Mapping and evaluating the information landscape

Strand content Learning outcomes Example activities Example assessment

Identify trusted

source formats

Select appropriate

resources for your

assignment, and

other sources

Develop evaluative

criteria for

recognizing and

selecting

trustworthy sources

of academic quality

in your discipline

Students explore a

number of sources ‐

for instance real and

spoof websites (e.g.

http://www.dhmo.org

/) ‐ and consider how

they identify

trustworthy sources

Compare a subject

entry in Wikipedia

with an entry in a

non‐current

encyclopedia and

discuss their relative

value

Examine monographs,

journals, reports and

other formats

Devise a list of

criteria for assessing

trustworthiness and

credibility of source

formats Students

locate a book, a

journal article and

a website not on

their reading list and

consider in pairs the

relative value of what

they have found to

their assignment

ACRL IL framework for HE

• Authority Is Constructed and Contextual

• Information Creation as a Process

• Information Has Value

• Research as Inquiry

• Scholarship as Conversation

• Searching as Strategic Exploration

http://www.ala.org/acrl/standards/ilframework

Authority Is Constructed and Contextual

Information resources reflect their creators’ expertise and credibility, and are evaluated

based on the information need and the context in which the information will be used.

Authority is constructed in that various communities may recognize different types of

authority. It is contextual in that the information need may help to determine the level

of authority required.

Experts understand that authority is a type of influence recognized or exerted within a

community. Experts view authority with an attitude of informed skepticism and an

openness to new perspectives, additional voices, and changes in schools of thought.

Experts understand the need to determine the validity of the information created by

different authorities and to acknowledge biases that privilege some sources of authority

over others, especially in terms of others’ worldviews, gender, sexual orientation, and

cultural orientations. An understanding of this concept enables novice learners to

critically examine all evidence—be it a short blog post or a peer-reviewed conference

proceeding—and to ask relevant questions about origins, context, and suitability for the

current information need. Thus, novice learners come to respect the expertise that

authority represents while remaining skeptical of the systems that have elevated that

authority and the information created by it. Experts know how to seek authoritative

voices but also recognize that unlikely voices can be authoritative, depending on need.

Novice learners may need to rely on basic indicators of authority, such as type of

JISC Seven elements of digital literacies

https://www.jisc.ac.uk/guides/developing-digital-literacies

JISC: the capabilities which fit someone for

living, learning and working in a digital

society

https://www.jisc.ac.uk/guides/developing-students-digital-literacy

http://www.qaa.ac.uk/en/Publications/Documents/HER-Themes-Guidance-15-16.pdf

Exercise

• The handout includes extracts from frameworks which could be applied to a Fake News IL session.

• Look at the Framework allocated to your group and discuss how you could use those guidelines in developing or evaluating a Fake News IL session.

• A member of each group will report back