Information Literacy and Higher Education: with special reference to University ofBolton, Academic Centre Sri Lanka

Lionel R. Amarakoon; FLA (S.L.); FCILIP (U.K.); MITD; PGD; Dip in HRD; Masters inInformation Management (Reading)

Librarian UoB – WCMT Campus Sri Lanka – e-mail: lra1ext@bolton.ac.uk

Sakunthala Kumari Amarakoon; BSc (Sp.) Hon IT (first class); MSc in Information (Systems) Management (Reading) at University of Greenwich, London – e-mail: ruwani.amarakoon@gmail.com

Abstract

It is obvious that Information literacy is more relevant for the developing nations suchas Sri Lanka to enable them to bridge the growing info - divide between the developedand the developing nations (“Information Literacy”, n.d.) This paperemphasizes the approach to the concept and practices of IL. Higher EducationInstitutes, prepare people for professional careers. This enables individuals toparticipate with greater understanding in community affairs. The 21st century hasbrought enormous change in higher education throughout the world as a result of newinformation and technological developments.IL will definitely give students “Wings” fortheir careers.

One of the key aims of a university is to produce graduates who are equipped to enterthe world of work; graduates who can gain employment, continue to improve theirskills, and become ‘useful’ members of society. Retention is also of considerableimportance to the university, and providing students with the opportunity to becomeInformation Literate has been shown (in other institutions) to enable them to completetheir courses, and gain their qualifications (Ward, 2008).

The term Information Literacy (IL), sometimes referred to as ‘information competency’ isgenerally defined as the ability to access, evaluate, organize and use information froma variety of sources. It is a basic human right to lifelong learning. There are two mainreasons why students need to use information effectively: Firstly it improves the qualityof their learning; and secondly it is an essential skill for them to take with them intotheir working lives. Author emphasize that the concept and practice of IL is a must forall undergraduate and post-graduate students.In an academic setting there is a need to adopt a holistic approach to IL. It has tocommence with the learner at the centre, interacting with local (in house) sites ofinformation and extending his/her reach to the sources of information available across

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the globe (Ward, 2008) Since IL is not yet established its roots in Sri Lanka highereducation setting, University of Bolton Academic Centre in Sri Lanka had developed anIL module and an IL Framework for all the academic programs across the Sri LankaCampus.

Keywords: <Information Literacy Training Modules>, <Information Literacy>, <Lifelong Learning>, <IL Competency Standards for Higher Education>, <IL Framework>

1. Literature Review (Doherty, 1999)

Information technology (IT), as defined by Oketunji (2002), isthe application of computer and communication technology toinformation handling. The use of IT indeed requires training,which brings about information literacy. Information literacyincludes many facets such as library literacy, media literacy,computer literacy, research literacy, and critical thinkingskills. Information literacy, as viewed by Bruce and Candy(2006), is a global issue, with particularly strong efforts andexamples in North America, Australia, South Africa, and NorthernEurope.

Many professionals including, teachers, librarians, and othersare working to integrate information skills instruction into thecurriculum to achieve relevant learning outcomes. The present eraof mass higher education has led to the challenge of increasinglydivergent student study skills. There is a need to use a mix ofprint and electronic resources, and the explosion of materialsfreely available on the web, has made the search for informationseem easier to do and more complex to manage (Godwin, 2006).Bruce (1999) stressed the need of importance of criticalthinking, an awareness of personal and professional ethics,information evaluation, organizing information, interacting withinformation professionals, and making effective use of problemsolving, decision making, and research skills. Resource-basededucation is more effective and that encourages better use ofinformation resources and services.

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Information literacy is a cumulative process, which must beadapted to the requirements of eachlearner. There are barriers to the development of informationskills that are identified by Godwin (2006) and include lack ofappreciation and ignorance shown by teaching staff:

Their perception all that is needed is to use a librarycatalogue, and the library databasescomes from their inability to find time to grapple with theeffects of information explosion.Lack of institutional commitment to information skills combinedwith absence of time slots in the curriculum is prevalent.

The final barrier is the belief that they already know how to getinformation and are apathetic about receiving any professionalhelp. (Godwin 2006)Higher Education Institutes provide the foundation for continuedgrowth throughout students' careers as well as in students'rights as informed citizens. According to Goad (2002) informationliteracy is an essential workplace skill appropriate to today'sknowledge-driven workplace. “According to Naghshineh (2006) thesuccess of information literacy heavily depends on the following:Knowledge generation, identification and dissemination: Books, tapes,films, diskettes are all but media and the functional aspects ofknowledge have essentially remained unchanged. Students should betaught to treat these materials as forms for a function. Studentsshould learn to understand the background processes leading togeneration of knowledge, identify them andexamine various modes of dissemination.

Sociology, Psychology and communication: As members of a servicesector, students should befurnished with the tools that will enable them to better servethe community that has a demand for an information service. Thisdirectly correlates with value perception, and thus engenderscommunity support of library activities.Technology and management: This does not focus inordinately oncomputers, but rather on how

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technology facilitates library activity. Students should not betrained in any specific technology,but rather given the basic tools to be able to better identifyand adapt the best technology to thetask at hand. The same goes for management activities such asresource sharing”.

Many Internet use studies have been done by African authors.Jagboro (2003) asquoted by Omotayo (2006) reports that majority of postgraduatestudents of “Obafemi Awolowo University” ranked fourth on the useof Internet. A study by Omotayo (2006) observes thatundergraduates learn the use of Internet through their peers.Badu and Makwei (2005) looked at awareness and use of theInternet in Ghana.

2. Introduction What is Information Literacy?

“The most authoritative definition (for Librarians) is from the Chartered Institute of Library and Information Professional (CILIP):“Information Literacy is knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner” CILIP (as cited in Ward, 2008).

“This definition implies several skills, Armstrong (2005). We believe that the skills (or competencies) required if an individual is to be information-literate are an understanding of:

- a need for information- the resources available- how to information- the need to evaluate results- how to work with or exploit results- ethics and responsibility of use- how to communicate or share findings”.

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Hence an information literate person therefore is independently capable of finding top-quality information and making discriminating use of it.

Information Literacy is a set of attributes which individuals need to inculcate in today’s information-oriented society. Learning from information resources whether they are printed or electronic has always been at the heart of any course of study. Furthermore, increased access to computers and to information from a variety of sources, and in a variety of formats, highlights the need for information skills in everyday life, and lifelong learning as well as in formal education.

Dramatic increased use of internet in recent times means that there is now abundance of information, conveniently accessible tomore people than ever before. Issues such as the validity and reliability of information gathered from the internet, in particular, as well as the volume of available information from more ‘academic’ sources, means that the individual has to be increasingly aware of good searching and evaluation skills, especially at the higher education level (Ward, 2008).

According to “Information Literacy” (n.d.), higher education isundergoing major changes globally. Stallings (1997) states thatlegislators, funding agencies and consumers of higher educationare demanding approximate learning outcomes and graduatesprepared to function successfully within the global economy.During the past decade there had been a greater impact oftechnology on libraries especially noteworthy mentioning here.Many people believe that the library less important since theyrecognize that the Internet is the world's library, yet librariesare one of the most important components of the information age,dealing successfully with technological advances. Accordingly,librarians are helping the society to understand the value andcontributions of libraries, particularly in organizing,preserving, and providing access to information resources.

According to Ward (2009), it is clearly of importance to theuniversity to produce graduates who are equipped to enter the

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world of work; graduates who can gain employment, continue toimprove their skills, and become ‘useful’ members of society.Retention is also of considerable importance to the university,and providing students with the opportunity to become InformationLiterate has been shown (in other institutions) to enable them tocomplete their courses, and gain their qualifications.

As stated in “Information Literacy” (n.d.), universities preparepeople for professional careers. Hence it enables individuals toparticipate with greater understanding in community affairs. The21st century has brought vast change in higher educationthroughout the globe as a result of new information andtechnological developments.Rader and Allan (2006) observe that these changes affect everysegment of society and all levelsof education. New learning centres are evolving based on theconcepts of resource-based teaching and lifelong learning. Thereis no doubt that students need high levels of literacy in everyphase of their education. Students are the future of a country.Hence, given the complex information and communication technologyenvironment and the increasing global interactions, students mustattain excellent communication and information skills to functionproductively in the work force of the future.

3. Why do students need to be information literate?

As mentioned by Ward (2008), there are two main reasons why students need to use information effectively: Firstly, because itimproves the quality of their learning; and secondly, it is an essential skill for them to take with them into their working lives” (The University of Bolton Information Literacy Framework- 2008).There is no doubt that these IL literacy will give them career wings. Information literacy is clearly an essential academic skill. It creates independent students who do not have to rely on being ‘spoon fed’ by their tutors. Information literate students can critically analyze the information they find, and use it in the

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most productive way, Amarakoon (2013).

According to Lorenzen (2001) the term information literacy, sometimes referred to as information competency, is non-other than the ability to access, evaluate, organize, and use information from a variety of sources. Being information literaterequires knowing how to clearly define a subject or area of investigation; select the appropriate terminology that expresses the concept or subject under investigation; formulate a search strategy that takes into consideration different sources of information and the variable ways that information is organized; analyse the data collected for value, relevancy, quality, and suitability; and subsequently turn information into knowledge (American Library Association, 1989). This involves a greater insights into of how and where to find information, the ability to judge whether that information is meaningful, and ultimately, how best that information can be incorporated to address the problem or issue at hand.Information literacy is not the same as computer literacy (which requires a technological know-how to manipulate computer hardwareand software) or library literacy (which requires the ability to use a library's collection and its services), although there is astrong relationship among all these concepts. Each of these literacies requires some level of critical thinking. But comparedwith computer literacy, information literacy goes beyond merely having access to and knowledge of how to use the technology--because technology alone does not guarantee quality learning experiences. And compared with library literacy, information literacy is more than searching through an online catalog or other reference materials because information literacy is not a technique, but a goal for learners (Gilton 1994).

Information literacy requires a greater insight into the way in which information systems work, of the dynamic link between a

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particular information need and the sources and channels requiredto satisfy those needs (Darch et al. 1997).

As stated by Lorenzen (2001), there is nothing new about the needto evaluate the credibility of information, but until recently most learners could expect to deal with some carefully selected collections of reference materials in academic and public libraries settings, as well as a fairly limited range of widely accepted authoritative texts in the classroom or in the home library environment. However, since anyone can make a Web page, for example, how can you tell if the information is reliable or not? A critical point about using the Internet is that individuals posting information aren't required to pass through traditional editorial constraints or undergo any kind of fact-checking required in conventional published print media (LiteracyUpdate 1997).

The reluctance to look for information from tried and true sources such as well-indexed books or the temptation to assign value to information simply because it came off of the computer will likely provide results with poor quality.Not only must we be discerning learners but, in addition, we mustbe constantly learning. As the pace of global change has increased, so has our need for learning. Consider the tremendous changes in both the amount and variety of information resources, as well as great changes in technology that affects our lives in everything from banking to medical care. Change requires us to know more and learn more about the world around us. Yet several scholars such as Breivik and Jones (1993) have found that the traditional literacies of reading, writing, and mathematical reasoning are insufficient for lifelong learning. The increasing quantity of information from all sources and the pressure to remain in a constant state of conscious learning means that we must be dexterous in the use of information, too. The need to

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handle and use information is present in all stages of life and the acquisition of the competencies of information literacy must be intertwined with the acquisition of the other literacies (Darch et al. 1997).

4. Information Literacy Competency Standards for Higher Education (American Library Association, 1989)

4.1 Standard One The information literate student determines the nature and extent of the information needed.

4.2 Standard Two The information literate student accesses needed information effectively and efficiently.

4.3 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.

4.4 Standard Four The information literate student, individually or as a memberof a group, uses information effectively to accomplish a specific purpose.

4.5 Standard Five The information literate student understands many of the economic, legal, and social issues

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surrounding the use of information and accesses and uses information ethically and legally.

5. The following are the proposed seven IL Modules for University of Bolton (UoB), Academic Centre Sri Lanka (Amarakoon, 2013)

5.1 Module 1 – Information(Harlan, 2010)Objectives:-At the end of the session participants will be able to

- Understand the basics of information- Understand the different types of sources of information- Differentiate between formats of information- Understand and use Internet

5.2 Module 2 – Topic for researchObjectives:-At the end of the session participants will be able to

- Select the research problem- Narrow down the problem- Identification of key concepts and words

5.3 Module 3 – Information SearchingObjectives:-At the end of the session participants will be able to

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- Information collections Vs. InformationDatabases- Coverage of Databases- Searching of Fields- Search ‘Query formulation’

5.4 Module 4 – Locating informationObjectives:-At the end of the session participants will be able to

- Understand the purpose of parts of citation- Understand how the citation helps you locate a source online or in the WCMT Library- Understand the Library collections and services of WCMT(“Information Literacy”, (n.d.)

5.5 Module 5 – Evaluation of InformationObjectives:-At the end of the session participants will be able to

- Develop basic set of criteria for evaluating information sources.- Know how to evaluate an author and publisher of a source.- Know how to judge a source's usefulness, based on currency, content and relevance.- Know how and why to pay closer attention to Websites and

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Their Evaluations. (“Information Literacy”, (n.d.)

5.6 Module 6 – Sharing of InformationObjectives:-At the end of the session participants will be able to

- Recognize importance of keeping track of sources- Determine when citing sources is necessary- Know how to avoid plagiarism(“Information Literacy”, (n.d.)

5.7 Module 7 – UOB WCMT Campus Library Online CatalogueObjectives:-At the end of the session participants will be able to

- Understand methodology of identifying and locating pieces of information from the WCMT Library- How to obtain an item on interlibrary loan- How to access full text of articles/e-books etc.(Harlan, 2010)

6. Conclusion and Recommendations

In the present information era, information literacy has gained importance as we become more immersed in the information age. Theability to access, evaluate, and use information is a prerequisite for lifelong learning and education. Information

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literacy is about finding, evaluating, using, and subsequently communicating information effectively to solve problems. Information might come from, the Internet, the library, or any other source, but the most important thing is the ability to understand and evaluate information

Everybody believes that in the higher education sector Information literacy is a critical component. It is however, desirable for educators to work collaboratively to ensure that students graduating from higher education courses can recognize and solve information problems without any difficulty. Higher education institutes should integrate information literacy into all their programs with college members and librarians working asa team. On the other hand, the university should work on the e-learning bandwidth to enable fast and easy access to search engines to satisfy the various information needs of users. Whenever, a new library to be commissioned for the benefit of students and their teachers, there is a greater need for air conditioning, so that the library environment becomes conducive to reading and research, and also the e-library section to be equipped with more computers and additional databases. Noise is also an issue, and steps should be taken to reduce it. The library collection needs further strengthening, especially in lean areas such as home economics, the sciences, and vocational texts, Bhatti (as cited in Amalahu, 2009).

6.1 It is absolutely important that one of the aims of a university is to produce graduates who are equipped to enter the world of work; graduates who can gain employment, continue to improve their skills, and become ‘useful’ members of society (Ward, 2008)

6.2 Retention is also of considerable importance to the university, and providing students with the opportunity to becomeInformation Literate has been shown (in other institutions) to

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enable them to complete their courses, and gain their qualifications.

6.3 It is therefore recommended that:

• This framework be used as a guide to including/embedding information literacy skills into each program of study

• A summary of the framework be included in each program handbook, explaining what resources/help will be available

• Each subject group/ pathway nominates a member of staff who is their ‘champion’ (and therefore responsible) for information literacy

• Each school holds a staff development session to reflect on theframework and its implications for them

• A university-wide structure of support for students in this area is implemented – with a central unit taking the lead

• A revision/training program is implemented for university staff, to ensure a uniform knowledge of information literacy across the institution.

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• There should be a requirement that all validation documentationincludes explicit consideration of the Information Literacy framework provision.

• Consideration be given to extending information literacy training to sixth form colleges/secondary schools, as part of ‘awareness raising’ about studying in higher education

7. The recommended Information Literacy framework for UoB, Academic Centre Sri Lanka (Ward, 2008): (Vide Appendix. 1)

Appendix 1

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The recommended Information Literacy framework for UoB, Academic Centre Sri Lanka (Ward, 2008):

7.1 The purpose of an Information Literacy framework is to outline skills to be developed at each level of higher education,with indicative learning outcomes.

7.2 The framework will be a tool to help course teams develop Information Literacy outcomes, of relevance to their course requirements, within a defined context.

7.3 This framework uses the SCONUL headline skills (see page 05) as a basis for the Core Standards required to be an information literate person.

7.4 To meet the Core Standards an information literate person (Ward, 2008:9-14):

“Level Zero – Library inductionLearning outcomes (after the induction period)

• Understand the need for information • Recognize that there are different sources of information • Recognize the different methods employed to find information

Competencies/Skills • Access the library catalogue – search by author, title and keyword for books and journals • Be aware of the Dewey decimal classification system • Understand the difference between electronic and print resources • Know which material is located where in the library • Know how to borrow, renew, return and reserve library materials• Understand Library regulations regarding the use of facilities and services • Know where to go, and whom to ask for help, in the Library

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Level One – First year undergraduateLearning Outcomes (by the end of the first year)

• Library and Information skills – identify, locate and evaluate appropriate academic sources for a set academic task, using key library and information skills and acknowledging their use • Word processing – create appropriately organized and formatted documents using a word processing package • E-mail – use an email package to communicate effectively Competencies/Skills Recognize • Use the library catalogue to find items on a reading list • Understand the difference between a book and a journal• Understand electronic access to information, both on and off-campusFind • Locate items in the library • Use general reference sources to increase familiarity with a topic • Know how to locate relevant journals, access relevant databases, and retrieve journal articles • Use a search engine to conduct a basic internet search • Construct a basic search strategy using commands appropriate tothe information source being used (including Boolean logic) • Understand how to apply for an interlibrary loan Evaluate • Understand the difference between a primary and secondary source • Evaluate the quality of information (both printed and electronic) using criteria such as authorship, bias, currency, validity etc. • Define the methods and approaches chosen to locate information,and be able to explain the process Manage • Be able to read text, select material and summarize in own words • Understand the need to keep records of searches and resources

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found • Understand what constitutes Plagiarism and how to correctly cite the work of others Communicate • Cite references correctly in the text of written work • Create a bibliography by referencing books, journals and onlinematerial using the Harvard method • Know how to use the ‘Turnitin’ software Word processing skills • Adjust font size and type within a word processed document • Change line spacing, alignment and tabs within a document • Insert and delete page breaks within a document E-mail skills• Send emails to an individual and a group of people by setting up a distribution list • Send and receive a message with an attachment

Level Two – Second year undergraduateLearning Outcomes (by the end of the second year)

• Recognize the need for information required for a task and be able to identify and search a range of appropriate sources to locate and retrieve that information • Evaluate the information retrieved and be able to select from relevant primary and secondary sources Competencies/Skills Recognize • Define the information needed for a particular task • Understand that background research might be needed to inform asearch Find • Construct an ‘advanced’ search strategy using commands

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appropriate to the information source being used (i.e. including Boolean logic) • Limit electronic searches where necessary using criteria such as date, language etc. Evaluate • Select an appropriate type of information from the various onesavailable • Distinguish between indexes, online databases, search engines and subject gateways • Identify keywords, synonyms and related terms for the information needed, and be aware of differences in spelling and terminology (i.e. English v. American) • Refine or modify the information need to achieve manageable results • Be aware of external sources of information where appropriate e.g., other library catalogues, inter library loans, “SCONUL Access”, “NoWAL agreements” etc. • Evaluate the quality of information retrieved (printed or online) using criteria such as authorship, bias, currency, validity etc. Manage • Know how to set up and manage (electronic) search histories • Download and print retrieved records Communicate • Use appropriate media formats (i.e. other than print) to produce presentations • Know how to present information to an audience using presentation software (e.g. PowerPoint)

Level Three – Third year undergraduate and above

Learning Outcomes (at graduation)• Develop and implement an information retrieval strategy appropriate to a topic or problem • Select from a range of relevant primary and secondary sources to extend their knowledge of a

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topic • Develop a range of strategies to keep up-to-date with the literature in the discipline

Competencies/Skills Recognize• Develop a research plan appropriate to the topic selected Find • Identify the most appropriate resources to meet the informationneed • Identify the different levels of available information (primary, secondary tertiary) • Create a search strategy, having identified key concepts and terms for the information need • Understand the ‘advanced’ search options in electronic databases, and the use of Boolean logic Evaluate • Reflect on the research process, assess whether the informationneed has been met and redefine/revisit if necessary to locate more relevant material• Use current awareness services to set up search alerts • Critically evaluate reliability, validity, authority, bias etc.of information retrieved, comparing information from a range of sources Compare • Be able to use external sources of information where appropriate e.g. inter library loans, SCONUL Access, NoWAL agreements etc.• Understand the peer review process and identify the purpose andpotential audience of resources Manage • Use bibliographical management software (e.g. Ref Works) to import references from databases, and to prepare a bibliography, in conjunction with a word processing package Communicate • Create a bibliography by referencing books, journals and onlinematerial using the Harvard method

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Utilize • Access and use information legally and ethically, understandinghow to communicate findings clearly and in an appropriate style

Level Four – Postgraduate studentLearning Outcomes• Develop and implement an information retrieval strategy appropriate to the level of the project or topic being embarked on • Select from a range of relevant primary and secondary sources to extend their knowledge of the topic • Develop a range of strategies to keep up-to-date with the literature in their discipline Competencies/Skills Recognize • Develop a research plan appropriate to the topic- choosing a full range of print and electronic search tools • Identify and define the information needs Find • Save and re-run searches within databases to gather informationover time Evaluate • Critically evaluate reliability, validity, authority, bias etc.of the information retrieved Manage • Identify web-based current awareness services and mailing liststo help keep up-to-date in their field Communicate • Construct a bibliography and reference a range of information sources in the correct manner • Use mailing lists, discussion boards etc. to obtain and exchange information • Create new knowledge through the development of existing information • Understand and correctly apply the issues of plagiarism, copyright, censorship and freedom of

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Speech”

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