Information Literacy Information Literacy Standards DevelopmentStandards Development

Irene DoskatschIrene DoskatschExecutive Director, ANZIILExecutive Director, ANZIIL

irene.doskatsch@unisa.edu.auirene.doskatsch@unisa.edu.au

PRESENTATION OUTLINEPRESENTATION OUTLINE

Development chronologyDevelopment chronology• Identification of significant milestonesIdentification of significant milestones• US processUS process• Australian processAustralian process

Revision processRevision process

Reflections – a critical perspectiveReflections – a critical perspective

BEFORE NATIONAL IL BEFORE NATIONAL IL STANDARDSSTANDARDS

No common framework for No common framework for integrating IL into curriculaintegrating IL into curricula

No common basis for assessmentNo common basis for assessment

No common starting point for No common starting point for benchmarkingbenchmarking

US MILESTONESUS MILESTONES

1989 1989 ALA Presidential Committee ALA Presidential Committee on Information Literacy Final on Information Literacy Final report defined 4 aspects of report defined 4 aspects of Information LiteracyInformation Literacy

19901990 National Forum for National Forum for Information Literacy Information Literacy establishedestablished

Climate of reformClimate of reform

1990s general education reforms1990s general education reforms

• fundamental academic skills across the fundamental academic skills across the curriculumcurriculum

• internationalising the curriculuminternationalising the curriculum

• using technology to enhance teachingusing technology to enhance teaching

• learning communities to promote cooperationlearning communities to promote cooperation

• assessing student learningassessing student learning

STAKEHOLDERS in the STAKEHOLDERS in the EDUCATION REFORM AGENDAEDUCATION REFORM AGENDA

American Association for Higher EducationAmerican Association for Higher Education

Teaching and Learning with Technology Teaching and Learning with Technology GroupGroup

Regional Accreditation GroupsRegional Accreditation Groups

Discipline-Based AccreditationDiscipline-Based Accreditation

Association of Educational Association of Educational Communications and TechnologyCommunications and Technology

WHAT WERE THE DRIVERS FOR WHAT WERE THE DRIVERS FOR THE GENESIS OF IL STANDARDS?THE GENESIS OF IL STANDARDS?

Various stakeholders expecting greater Various stakeholders expecting greater accountable for demonstrable student accountable for demonstrable student learning outcomes from higher education learning outcomes from higher education institutionsinstitutions

Need for assessment methodologies based Need for assessment methodologies based upon abilities and performance upon abilities and performance

Pressure on academic libraries to Pressure on academic libraries to demonstrate effectiveness in terms of demonstrate effectiveness in terms of student learning student learning

US MILESTONESUS MILESTONES

1998 1998 Boyer Commission Report Boyer Commission Report Reinventing Undergraduate Reinventing Undergraduate EducationEducation

1998 1998 American Association of American Association of School Libraries & Association School Libraries & Association of Educational Communicationof Educational Communication& Technology & Technology Information Information Literacy Standards for Student Literacy Standards for Student Learning competencies for Learning competencies for students K-12students K-12

AUSTRALIAN MILESTONESAUSTRALIAN MILESTONES

Early 1970 IL advocacy in schoolsEarly 1970 IL advocacy in schools

1990+ Various government reports 1990+ Various government reports which implicitly or explicitly which implicitly or explicitly highlighted the need for information highlighted the need for information literacyliteracy

AUSTRALIAN MILESTONESAUSTRALIAN MILESTONES

1992+1992+ National information National information literacy literacy conferencesconferences

1994 1994 Developing lifelong Developing lifelong learners through learners through undergraduate educationundergraduate education

19971997 Christine Bruce Seven faces Christine Bruce Seven faces of information literacy of information literacy doctoral researchdoctoral research

Task Force on Information Literacy Task Force on Information Literacy Competency StandardsCompetency Standards

Multi-association Task Force established Multi-association Task Force established 1998 1998

One year to complete the StandardsOne year to complete the Standards

Budget of $10,000 for travel, to hire an Budget of $10,000 for travel, to hire an assessment consultant, and to cover assessment consultant, and to cover expenses of the non-librarians on the Task expenses of the non-librarians on the Task Force. Force.

US Task Force on Information Literacy US Task Force on Information Literacy Competency StandardsCompetency Standards

The draft was presented at several The draft was presented at several higher education conferences (one higher education conferences (one on assessment, one in Australia, one on assessment, one in Australia, one at AAHE). at AAHE).

Strategies for securing endorsement Strategies for securing endorsement from other higher education from other higher education associations and accreditation bodies associations and accreditation bodies as well as discipline-based groups.as well as discipline-based groups.

DEVELOPMENT CHRONOLOGYDEVELOPMENT CHRONOLOGY

2000 Jan2000 Jan Information Literacy Competency Information Literacy Competency Standards for Higher Education Standards for Higher Education approved by ACRL & endorsement approved by ACRL & endorsement by American Association for Higher by American Association for Higher EducationEducation

2000 March2000 March Alan Bundy lobbies CAUL to develop Alan Bundy lobbies CAUL to develop Australian Information Literacy Australian Information Literacy StandardsStandards

2000 Sept 2000 Sept Birth of the Australian Information Birth of the Australian Information Literacy standards at a national Literacy standards at a national workshop hosted by UniSA Libraryworkshop hosted by UniSA Library

Information literacy competency Information literacy competency standards for higher educationstandards for higher education

The information literate studentThe information literate student

determines the extent of the information determines the extent of the information neededneeded

accesses needed information effectively accesses needed information effectively and efficientand efficient

evaluates information and its sources evaluates information and its sources critically and incorporates selected critically and incorporates selected information into his or her knowledge base information into his or her knowledge base and value systemand value system

Information literacy competency Information literacy competency standards for higher educationstandards for higher education

The information literate studentThe information literate student

uses information effectively to accomplish uses information effectively to accomplish a specific purposea specific purpose

understands many of the economic, legal, understands many of the economic, legal, and social issues surrounding the use of and social issues surrounding the use of information and accesses and uses information and accesses and uses information ethically and legallyinformation ethically and legally

BIRTH OF AUSTRALIAN BIRTH OF AUSTRALIAN I L STANDARDSI L STANDARDS

Facilitator Mary Jane Petrowski, Associate Facilitator Mary Jane Petrowski, Associate Professor Head, Information Literacy, Professor Head, Information Literacy, Member ACRL Task Force on Information Member ACRL Task Force on Information Literacy Competency Standards for Higher Literacy Competency Standards for Higher EducationEducation

662 participants were representative from 2 participants were representative from Australian and New Zealand universities, Australian and New Zealand universities, the school sector, TAFE sector, the Council the school sector, TAFE sector, the Council of Australian State Libraries & ALIAof Australian State Libraries & ALIA

BASIS OF THE WORKSHOPBASIS OF THE WORKSHOP Changes in pedagogyChanges in pedagogy

Bloom’s Taxonomy of Educational Bloom’s Taxonomy of Educational ObjectivesObjectives

Critical thinkingCritical thinking

Australian research in particular the Bruce Australian research in particular the Bruce relational model of Information Literacy relational model of Information Literacy

Information Literacy Competency Information Literacy Competency Standards for Higher Education - Standards for Higher Education - Who? Who? What? How? When?What? How? When?

Thinking Skills

Thinking Skills

Higher level cognitive

skills - more complex and

abstract

Higher level cognitive

skills - more complex and

abstract

Lower leveltasks

Recognizes that knowledge can be organized into disciplines that influence the way

information is accessed

Recognizes that knowledge can be organized into disciplines that influence the way

information is accessed

Explores general information sources to increase familiarity with the topic

Explores general information sources to increase familiarity with the topic

Information Literacy as Critical ThinkingInformation Literacy as Critical Thinking

Purpose of Thinking: Standards 1 & 4

Purpose of Thinking: Standards 1 & 4

Question at Issue:Standards 1 and 2

Question at Issue:Standards 1 and 2

Information:Standards 1 and 2

Information:Standards 1 and 2

Interpretation & Inference:Standards 3

Interpretation & Inference:Standards 3

Concepts:Standards 1, 2

Concepts:Standards 1, 2

Assumptions:Standard 3

Assumptions:Standard 3

Implications & Consequences:Standards 1, 2, 5

Implications & Consequences:Standards 1, 2, 5

Points of View:Standards 1, 3, 4, 5

Points of View:Standards 1, 3, 4, 5

A critical thinker considers

DIFFERENCE BETWEEN THE US DIFFERENCE BETWEEN THE US AND AUSTRALIAN VERSIONSAND AUSTRALIAN VERSIONS

USUS Five standardsFive standards Emphasis on Emphasis on

competenciescompetencies Higher education in Higher education in

the titlethe title

AustralianAustralian Seven standardsSeven standards Omission of the Omission of the

term competency term competency from title -from title -emphasis ways of emphasis ways of using information using information

Higher education Higher education deliberately deliberately omitted from titleomitted from title

DEVELOPMENT CHRONOLOGYDEVELOPMENT CHRONOLOGY

2000 Oct 2000 Oct CAUL approved the revision of CAUL approved the revision of the US standards as the US standards as Information Information Literacy StandardsLiteracy Standards

2003 Jan2003 Jan Workshop to review the first Workshop to review the first editionedition

2003 Nov2003 Nov The second edition should be The second edition should be finalised finalised

Critique of first edition Critique of first edition

The standards should reflect the The standards should reflect the language of quality and quality language of quality and quality audits. This would leave the way audits. This would leave the way open for individual professions, open for individual professions, industries, etc to rework the industries, etc to rework the standards into a "competency standards into a "competency standard" specific to that profession standard" specific to that profession or industry. or industry.

Critique of first editionCritique of first edition

Terminology and concepts used in Terminology and concepts used in the current standards have made it a the current standards have made it a difficult task to sell the idea of difficult task to sell the idea of information literacy to the academic information literacy to the academic community. It is felt that using community. It is felt that using language more relevant to the language more relevant to the academic and professional academic and professional community would facilitate wider community would facilitate wider adoption of the standardsadoption of the standards

Critique of first editionCritique of first edition

The role of the examples is The role of the examples is confusing. ‘Examples’ is not a confusing. ‘Examples’ is not a familiar term associated with familiar term associated with Standards. Standards.

What is their function? What is their function? Are they intended to be suggested Are they intended to be suggested

performance/assessment criteria?performance/assessment criteria? Should they be clearly measurable? Should they be clearly measurable?

Critique of first editionCritique of first edition

more attention should be given to the more attention should be given to the wording of the standards and outcomeswording of the standards and outcomes

examples need to be carefully examined examples need to be carefully examined to ensure that they actually flow from the to ensure that they actually flow from the outcome to which they are attachedoutcome to which they are attached

standards are at present too complex to standards are at present too complex to be user-friendlybe user-friendly

REVIEW OF THE FIRST EDITIONREVIEW OF THE FIRST EDITIONOF IL STANDARDSOF IL STANDARDS

Facilitator Dr Ralph Catts, an Facilitator Dr Ralph Catts, an academic from University of New academic from University of New EnglandEngland

Review process considered:Review process considered:• scope and meaning of each scope and meaning of each

StandardStandard• how it is written how it is written • for whom it is intendedfor whom it is intended

Suggestions for the second Suggestions for the second editionedition

New titleNew title - - The Australian/NZ Information The Australian/NZ Information Literacy Framework: Principles, Standards Literacy Framework: Principles, Standards & Practice.& Practice.

Case studies of how higher education Case studies of how higher education institutions using the Standardsinstitutions using the Standards

Methods of Assessment: curriculum Methods of Assessment: curriculum alignmentalignment

Information literacy and staff developmentInformation literacy and staff development

REFLECTIONSREFLECTIONS

First edition a pilotFirst edition a pilot Review process rushed; greater Review process rushed; greater

consultation requiredconsultation required Endorsement by a great number of Endorsement by a great number of

educational and related associationseducational and related associations Lack of involvement of non Library Lack of involvement of non Library

stakeholders stakeholders No budgetNo budget