Understanding and practices of information literacy in Australian Government Libraries. Kirton

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    22-Jan-2018

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<ul><li><p>Information literacy in the workplaceJennifer Kirton, Lyn Barham &amp; Sean Brady</p><p>NSW Department of Primary Industries, AustraliaContact: jennifer.kirton@dpi.nsw.gov.au</p><p>(The full report on this project will be published in the Australian Library Journal Vol 57 (2) 2008)</p><p>The results of a pilot study of government librarians understanding of the principles of information literacy, the information literacy activities being undertaken and the barriers being encountered.</p><p> The workplace is a completely different context for information literacy than universities and traditional libraries.</p><p> The role of the workplace librarian is under-researched. </p></li><li><p> Librarians contribution to workplace literacy is of increasing importance in this era where employment can be conditional on proficiency in an information-rich society.</p></li><li><p>Most librarians believe information literacy is an important service for their library</p><p>STANDARD ONE: Recognizes the need for information and determines the nature and extent of the information needed</p><p>0%</p><p>20%</p><p>40%</p><p>60%</p><p>80%</p><p>100%</p><p>Librarians include in theirdefinition of Information</p><p>Literacy</p><p>FULL responsibility forteaching this standard</p><p>PARTIAL responsibility forteaching this standard</p><p>NO responsibility forteaching this standard</p></li><li><p>Most of us provide training. Do our clients know when they need help finding information? Would they approach us for that help?</p><p>STANDARD TWO: Finds needed information effectively and efficiently </p><p>0%</p><p>20%</p><p>40%</p><p>60%</p><p>80%</p><p>100%</p><p>Librarians include in theirdefinition of Information</p><p>Literacy</p><p>FULL responsibility forteaching this standard</p><p>PARTIAL responsibility forteaching this standard</p><p>NO responsibility forteaching this standard</p></li><li><p>91% say that we have a responsibility to teach the skill to assess information quality. Are our clients just collecting information to take up space?</p><p>STANDARD THREE: Critically evaluates information and the information seeking process</p><p>0%</p><p>20%</p><p>40%</p><p>60%</p><p>80%</p><p>100%</p><p>Librarians include in theirdefinition of Information</p><p>Literacy</p><p>FULL responsibility forteaching this standard</p><p>PARTIAL responsibility forteaching this standard</p><p>NO responsibility forteaching this standard</p></li><li><p>Only 70% said information management is part of IL Do Records Management or IT have a role here?</p><p>STANDARD FOUR: Manages information collected or generated</p><p>0%</p><p>20%</p><p>40%</p><p>60%</p><p>80%</p><p>100%</p><p>Librarians include in theirdefinition of Information</p><p>Literacy</p><p>FULL responsibility forteaching this standard</p><p>PARTIAL responsibility forteaching this standard</p><p>NO responsibility for teachingthis standard</p></li><li><p>The conceptual application of information is at most only partially our responsibility</p><p>STANDARD FIVE: Applies prior and new information to construct new concepts or create new understandings</p><p>0%</p><p>20%</p><p>40%</p><p>60%</p><p>80%</p><p>100%</p><p>Librarians include in theirdefinition of Information</p><p>Literacy</p><p>FULL responsibility forteaching this standard</p><p>PARTIAL responsibility forteaching this standard</p><p>NO responsibility forteaching this standard</p></li><li><p>Is copyright and ethical use of information becoming more important in the digital environment?</p><p>STANDARD SIX: Uses information with understanding and acknowledges cultural, ethical, economic, legal and social issues surrounding the use of information</p><p>0%</p><p>20%</p><p>40%</p><p>60%</p><p>80%</p><p>100%</p><p>Librarians include in theirdefinition of Information</p><p>Literacy</p><p>FULL responsibility forteaching this standard</p><p>PARTIAL responsibility forteaching this standard</p><p>NO responsibility forteaching this standard</p></li></ul>

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