Library

Information Literacy Policy and Framework

Information Literacy Policy and Framework (PDF 159Kb)

The Library's new Information Literacy Policy has been developed as part of the Library's 2008 Strategic Priorities to align our information literacy initiatives with the directions of the teaching and learning in the University.

The Policy outlines Library responsibilities and objectives and includes an Information Literacy Framework which is designed to guide the development of programs. The Framework is presented in a matrix which matches 6 information literacy attributes with a progression of learning outcomes across 3 levels - elementary to advanced to proficient. The aim, in partnership with academic staff, is to enable students at the end of their degrees to be information literate at an advanced level and to enable students to build up research skills gradually.

Consultation with the faculties is essential to ensure the policy and framework are relevant and usable. Give feedback or comment on the Policy via the Library Blog or contact any member of the Information Literacy Coordinating Committee:

Feedback and comments on the Information Literacy Framework

FAC - Law and Management - 10.9.08
Comments/suggestions from committee members included:

  • Information literacy is an essential outcome for graduates and as such the IL Policy be discussed at a higher level within the University.
  • The IL Policy needs to recognised and considered as part of the current the current curriculum review and renewal process so that implementation can be more fully discussed in a University-wide context.
  • In order to assist program development examples from a number of disciplines be included in the Framework to illustrate the distinction between attributes at the three levels of proficiency.

FAC - HUMSS - 21.08.08
Comments/suggestions from committee members included:

  • The key objectives of the IL Policy and Framework were supported
  • A Library proposal to implement the policy by trialling an online tutorial for 1st year was supported.

FAC - Education - 9.7.08
Comments/suggestions from committee members included:

  • Publish the document with the ILCC Group members as contacts on the library website so that staff can provide comment
  • The  policy needs to be adopted by University as a whole at perhaps Academic Board level and that Teaching & Learning committees discuss implementation.
  • The policy would be of interest to those within the university addressing curriculum reform issues.

Library Committee - 25.7.08
Comments/suggestions from committee members included:

  • The general framework is welcomed and consultation with faculties is essential in this process.
  • The Policy should be considered by the new Curriculum Taskforce.
  • It would be useful to inform discussion on first year learning experiences.

Library Avisory Committee - Albury-Wodonga - 24.6.08
Comments/suggestions from committee members included:

  • The key objectives of the IL Policy and Framework were supported.

Library Liaison Committee - Bendigo - 20.6.08
Comments/suggestions from committee members included:

  • Information literacy is a joint activity across the university and it was noted that there are other key players who contribute to the six attributes, particularly the higher attributes.
  • Evaluation of information literacy activities was raised and it was noted that while the library does do some evaluation it is also importation that evaluation is done via the normal curriculum process.
  • The policy and framework should be taken to faculty Academic Committees and discussed with staff in the Faculties.

Library Liaison Committee - Bundoora - 19.6.08
Comments/suggestions from committee members included:

  • Information literacy could be delivered via the LMS - many first year subjects are already online.
  • The Information Literacy Framework meets the need for a step-by-step programme for students to acquire generic skills or graduate attributes.
  • Library has been involved and contributes to information literacy education in all Faculties.
  • Subject Librarians are relied on to teach students how to use resources and to navigate around the range of information available to ensure students know how to use these resources and databases. This includes a range of activities including learning how to develop basic to advanced search strategies.
  • Library seen as both a repository of information and an information literacy provider.
  • Framework and policy should be focussed on students.
  • Some researchers see the elementary level as sufficient.
  • Support and guidance required at the elementary level.
  • Levels (elementary, proficient, advanced) need more careful consideration.
  • In some faculties (e.g. Health Sciences) students at first year are engaged in open enquiry at a post elementary level.
  • Consultation with the faculties will be important and to make sure framework is usable.
  • Plagiarism will be an issue needing to be addressed with moral and ethical issues involved.