INFORMATION LITERACY: Australian and New Zealand Information Literacy Framework
David P. Dillard
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INFORMATION LITERACY:
Australian and New Zealand Information Literacy Framework
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Australian and New Zealand Information Literacy Framework
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.literacyhub.org/documents/InfoLiteracyFramework.pdf
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Contents
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Preface
Overview
Statement of principles
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
Standard Two The information literate person finds needed information
effectively and efficiently
Standard Three The information literate person critically evaluates
information and the information seeking process
Standard Four The information literate person manages information
collected or generated
Standard Five The information literate person applies prior and new
information to construct new concepts or create new understandings
Standard Six The information literate person uses information with
understanding and acknowledges cultural, ethical, economic, legal, and
social issues surrounding the use of information
Curriculum alignment and assessment of information literacy learning
Mandy Lupton
Standards, curriculum and learning: implications for professional
development
Judy Peacock
How some Australian and New Zealand academic libraries were
using the first edition of the Information literacy standards in 2003
Information literacy: a selective chronology 1965-2003
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From the 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.
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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
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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.
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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.
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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.
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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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The complete publication may be read at the URL above.
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Sincerely,
David Dillard
Temple University
(215) 204 - 4584
jw...@temple.edu
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