INFORMATION LITERACY : STANDARDS : COUNTRIES: AUSTRALIA, NEW ZEALAND: Australian and New Zealand Information Literacy Framework: Principles, Standards and Practice

[David P. Dillard]

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INFORMATION LITERACY :

STANDARDS :

COUNTRIES: AUSTRALIA, NEW ZEALAND:

Australian and New Zealand Information Literacy Framework:
Principles, Standards and Practice

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Australian and New Zealand Information Literacy Framework:
Principles, Standards and Practice
Second edition
Editor
Alan Bundy
Adelaide
Australian and New Zealand Institute for Information Literacy
2004

http://www.library.unisa.edu.au/learn/infolit/Infolit-2nd-edition.pdf

OR

http://tinyurl.com/cah8vr5

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Contents

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Preface 1

Overview 3

Statement of principles 11

The Standards and Examples

Standard One The information literate person recognises the need for
information and determines the nature and extent of the information needed
12

Standard Two The information literate person finds needed information
effectively and efficiently 14

Standard Three The information literate person critically evaluates
information and the information seeking process 16

Standard Four The information literate person manages information
collected or generated 18

Standard Five The information literate person applies prior and new
information to construct new concepts or create new understandings 20

Standard Six The information literate person uses information with
understanding and acknowledges cultural, ethical, economic, legal, and
social issues surrounding the use of information 22

Curriculum alignment and assessment of information literacy learning
Mandy Lupton 25

Standards, curriculum and learning: implications for professional
development
Judy Peacock 27

How some Australian and New Zealand academic libraries were
using the first edition of the Information literacy standards in 2003 34

Information literacy: a selective chronology 1965-2003 45

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Preface

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This second edition of the 2001 Information literacy standards is entitled
the Australian and New Zealand information literacy framework: principles,
standards and practice to reflect the ways academics and librarians have
used the first edition. It incorporates changes developed at a workshop in
Sydney in January 2003. Prior to the workshop, input was received from
university, technical and further education and other librarians from
around Australia and New Zealand. More than fifty academics and librarians
who had used the first edition contributed their experience. Two small
groups worked on each standard, and the ideas developed were peer reviewed
by a third group. A steering group evaluated this material, and a
representative panel from the workshop reviewed the penultimate version.
This edition is thus consistent with the first edition, but benefits from
input based on experience in use, and peer review. Given the care with
which the standards have been revised, there can be increased confidence
in their use, especially in the tertiary education sector.

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The changes made for this edition address possible ambiguities in the
original language, and in addition have sought to place the standards in a
broader context of generic skills, of which information literacy is the
core component. In Australia, widespread focus on the role of generic
skills in education emerged with the many projects aimed at utilising the
key competencies as expressed by the Mayer Committee, in its report to
Australian Ministers of Education.1 Although the six key competencies
espoused by Mayer were conceived as separate constructs, it became evident
in attempts to integrate them into the curriculum and teaching programs
that, at higher levels of performance, they are interdependent and
interacting eg Colvin and Catts.2 The issue of graduate attributes came to
the fore in Australian higher education with the report on developing
lifelong learners through undergraduate studies (Candy et al).3
Information literacy was identified in the report as an essential element
for lifelong learning. Each of the attributes was envisaged as a continuum
of capacities, and at higher levels each attribute is inevitably
demonstrated in conjunction with others. Information is often transmitted
between people working together. It is natural, therefore, to expect that
people will demonstrate their capacity for teamwork by the way they
transfer information.

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Communicating ideas and information is integral to information literacy.
There is debate about the boundaries of information literacy as a graduate
attribute. Some see it as encompassing skills like communicating and
working in teams. However, from a holistic perspective (see Bortoft)4 each
of the graduate attributes can be considered as a reflection of a whole
construct called capacity for lifelong learning. In other words, we can
view generic constructs either as parts that make up a whole, as is done
in either a constructivist or a behaviourist perspective, or as different
reflections of the whole lifelong learning construct. If we imagine
information literacy as the many sided figure represented by the
relational model (Bruce)5 then, at another level of abstraction, each of
the graduate attributes can be considered to be a face of a many sided
object that represents lifelong learning capacity. This is one of the
considerations that has informed the development of the second edition.
For instance, an attempt has been made to separate communication skills
from information skills, in order to allow space for a separate but
interrelated description of this face of lifelong learning capacity. Just
as we are advocating the central role of information literacy in the
lifelong learning process, so others advance the case for communication
skills, or a global perspective, as encompassing information skills. In
seeking to identify the uniqueness of the concept of information literacy,
we have therefore endeavoured to make room for, and respect, other
perspectives on lifelong learning.

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Information literacy is necessarily demonstrated in a context and within a
domain of content. In proposing standards for tertiary education an
assumption is made that, at a general level, information literacy involves
the same processes across contexts and across content domains. This is an
assumption that we might now seek to explore, given that these standards
offer a description of what some people conceive to be information
literacy. It is possible that the concept will involve different skills in
some settings. Therefore, users of these standards in a novel context,
should explore the application of each standard, rather than assume it
will be relevant. In conjunction with each standard and outcome, examples
are provided. It is important to recognize that the examples are
illustrative of each outcome. They are not inclusive of all aspects. Hence
the examples are not prescriptive.


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