Information Literacy Instruction in Higher Education - Essay Example

INFORMATION LITERACY INSTRUCTION (ILI) IN HIGHER EDUCATION IN THE LAST 5 YEARS" STUDENT NAME PROFESSOR’S NAME COURSE TITLE DATE Abstract The purpose and aim of this paper is to discuss the place of Information Literacy Instruction (ILI) in higher education. It focuses on the trends in higher education for the last five years and will consider the key development in the USA that is the standards and models of information literacy. It also focuses on the place of information literacy in the higher education as well as other areas of information literacy studies. It premises its findings on the assumption that institutions of higher learning do not focus on teaching, instructing and training student’s information literacy, but depends on a student’s own initiative to be information literate. Information literacy is a life’s journey and it continues even after finishing one’s studies. Key Words: Information Literacy, information literacy standards, university libraries, higher education, literacy competencies Table of Contents Abstract 2 Table of Contents 3 INTRODUCTION 4 LITERATURE REVIEW 5 Defining Information Literacy 5 Concepts of Information Literacy 7 The Place of Information Literacy in Curriculum 8 Faces of Information Literacy in Higher Education 10 Changing Literacy Needs 12 CONCLUSION 13 REFERENCES 15 INTRODUCTION Higher education aims at churning out graduates who are fully equipped, trained and having the requisite skills that last for an entire lifetime in the changing global work environment (Katz & Macklin, 2007). The need to think and act independently and give viable information necessary to solve problems is all employers focus on. A Higher education institution focuses on not only offering excellent academic courses but also aims at giving a student the chance to equip themselves with skills that support their future as great men and women in society (Emmet & Emde, 2007). The Quality Assurance Agency (QAA) for Higher education views a graduate that is; ‘a graduate must develop skills not only linked to the knowledge of their academic skills but also develop analytical techniques and problem solving skills applicable in different areas of employment’ (Davis-Kahl & Hensley, 2013). The current employment world makes it necessary for a graduate to have all qualities necessary for employment that includes; personal responsibilities, decision-making skills in complex and unpredictable situations. This is where information literacy is necessary in enabling a graduate to bring out the best in them both at school and in future employment. Institutions of learning offering higher education are keen to focus on information literacy since it is an element of teaching and learning strategy. Information literacy viewed as way of creating a graduate with qualities of; retention, potential of recruitment and employability marketing point for both the student and the student. Information literacy instruction in higher education can be; embedded or integrated into course materials, workshop, and information skills module in a way that caters for learners needs. The availability of information literacy skills manifested in different formats; face-face, group learning, e learning or other methods aimed at achieving the learner’s needs. The trend of teaching, training and instructing learners on information literacy has evolved over time since 1974. Paul Zurkowski stated that ‘the purpose of training people is to apply information resources to their work and can be referred to as information literates’ (Pinto & Andres, 2008). In the recent past, information literacy has changed due to advancement of technology through the internet and global platform. There are different forms of literacy; literary literacy, technological literacy, ethical literacy, media literacy, computer literacy and communication literacy. This brings one to the more important question, ‘What is information literacy?’ LITERATURE REVIEW Defining Information Literacy The American Library Association Prudential Committee on Information Literacy defined information literacy as ‘a set of abilities that requires individuals to cognize when the information is required, ability to locate, evaluate and effectively utilize the information needed’ (1989). The other definition is ‘knowing, when and why one needs information, where to find it and how to evaluate it, use and communicate the information in an ethical manner’ as per the Chartered Institute Library (CILIP, 2004). Other types of literacy’s similar to information literacy include; computer literacy, media literacy, digital literacy, ethical literacy and critical thinking. In a Nordic survey information literacy was stated as ‘information literacy is not a “library thing” not concerned only with database searching and Boolean logic; information searching is a part of the learning process and should be taught as such embedded in the curriculum’ (Stuart, Johnston & Webber, 2007). The scope of the definition of information literacy is formulated to encompass at least three concepts. The first concept related to Information and Communication Technology (ICT) that is the ability to use ICT to retrieve, understand and disseminate desired and relevant information. This is predicated by the fact that higher education is shaped by the internet, World Wide Web (WWW) and electronic sources of information. The other concept related to information resources. This concept mainly applies to the competency level to find and utilize the information independently and efficiently without third party or intermediary interference. This formulated in form of a question can read, ‘Can a student do his own independent research?’. The last concept related to the information process concept that is the ability to recognize, disseminate, retrieve, evaluate, and use the information to acquire or extend their knowledge in a particular field of study (Uribe & Castano, 2012). Concepts of Information Literacy Information literacy framework is modelled in a way that it can define the levels for which a person can master their competence, acquire skills that can make them information literate. In developing a model or a standard then the operational development models must be described in a way that inspires study and skills (Uribe & Castano, 2012). In prior studies relating to information literacy, Katz & Macklin (2007) stated that the focus in higher education was not to impact students with information literacy skills. There was a generalized perception that when students arrive at graduate schools they can be able to fully able to conduct scholarly research. Information literacy was not something synonymous, a course title but mostly left to librarians to train users of information to find, analyse, and use information. It is important to infer that the process of being information literate is a lifelong venture initiated at pre-school and is part if the formal training system in all phases and subject areas in the whole education process and not only limited to higher education (Uribe & Castano, 2012). In relation to higher education, information literacy standards are essential since it enables one to determine the competencies amongst undergraduate experiences. This has been found out in the way graduate students can efficiently and successfully access the needed information, evaluate it critically, incorporate the information into their knowledge bases and the use of information to access to accomplish specific purposes (Kirsty et al., 2007) In Australia higher education, the scope of higher education information literacy has been viewed in three ways; access, evaluation and use of information. Access of information is in relation to recognition of the need for information and determines the nature and extent of information needed (Weetmen, 2010). In the evaluation of information, a person needs to evaluate information critically during the information seeking process and gave the ability to manage the information generated (Hsieh et al., 2013). In discerning the use of information literacy, a person is required to apply prior and new information in order to construct new concepts that can be able to create new understandings. In le to the use of information, a student must be able to use information with understanding, acknowledges cultural, ethical, economic, legal and social issues surrounding the use of information. In studies undertaken to understand the role of literacy study in higher education, a conducted to link the outcomes of assessment approaches in teaching information literacy in institutions (Hsieh, 2013); it found out that there are different modes of assessing information literacy. This is through authentic assessment dependent on the performance of tasks, standardized testing that is assessing baseline competencies amongst undergraduate students or through pre and post-test methods where tests are constructed using online tools like Google docs administered easily and generate results (Hsieh & Dawson, 2010). This is a complete departure from the old techniques of not testing information literacy but relying on the ability of a student to understand information literacy on their own. The Place of Information Literacy in Curriculum The curriculum in higher education, is far much different from that of secondary and primary education, as faculties operate on the presumption that a student has the necessary literacy skills to conduct proper research especially library research. According to Oppenheim (Hsieh & Dawson, 2010) he asserts that there exists a difference between information literacy and skill. The information literacy refers to the quest to provide members of a society with the necessary competences that enables them to function perfectly in the society while skills relate to the higher-level competences possessed by information specialists. It is an assumption that higher education churns out students who are able to stand out, on their own, carry out their own studies and arrive at a conclusion. Once incorporated into the society, they are expected to show their competencies in handling difficult situations, and if they are unable, then higher education would have failed. Information literacy perceived as ‘basic necessity that ought to be used by everyone.’ According to Weetman DaCoasta (2010), there is need to bridge a gap that exists in teaching information literacy skills. It is not only necessary to incorporate literacy skills in a curriculum in a more selective and academic focused American Higher Education. The institution must focus on the importance of the skills to a students need, how the instruction and teaching of the skills are part of the curriculum and the importance of the training skills. Improving information literacy among students was by the faculty working closely with librarians. However, information literacy materials fail to attract the attention in mainstream higher education journals creating an impression that information literacy had not captured the attention and this is just the beginning. The fact that information literacy covered in courses such as communication skills and critical thinking skills, information literacy is now creating its own position in the training of graduates in higher education (Katz & Macklin, 2007). The perception is that information literacy not something taught in a lecture but that a student had the ability to acquire the skills independently. The Higher Education information literacy instruction is attainable through commitment of the management, staff development and national standards that any form of literacy training all leads to information literacy. Faces of Information Literacy in Higher Education In higher education, information literacy perpetrates itself in different forms in higher education settings. In analyzing one of the most persuasive researches in information in literacy is that of Kristy et al, (2007) ‘Research Students in the Electronic Age’ describing the different ways in which information literacy is perceived in higher education especially in the electronic age. The need to train higher education student’s information literacy is continuing to receive advocacy not only from the state but also from institutions of higher learning. One way in which information student experiences literacy is through information technology, that is accessing information through global network, viewing it objectively and becoming aware of the existence of the information. Information literacy manifests itself in higher education in the acquisition of knowledge. Students pursue higher education not only to graduate, but also develop other skills that can enable them survive in the competitive world. ‘Knowledge is power’ is a common adage implying that one who poses knowledge has the power to change the world. Knowledge in information literacy is the ability of a person to know the source and structure of information, the ability to use the information independently. A student has the ability to analyse and use information in a way that they can of control the information to improve their knowledge (Emmet & Emde, 2007). The control of information includes; the ability to store it in the brain or memory or storage in a computer for future retrieval and storage. Information literacy is important to a student is also linked to how a student can independently use information to teach and influence the thinking of the user of information. Manipulation of information in information literacy must be beneficial not only to a student but to future users of the information. The manipulation of information is allowable to an extent that one can still discern the truthfulness and falsity of information. Higher education aims at improving the lives of a student especially in pursuing their career goals. Information literacy instruction in institutions of higher learning builds up the knowledge base of a student in new areas of study. Information is an object in which one is able to reflect and evaluate the information available and link it to their aspects of life. What value does the information add to the personal perspective of a student does it change it or add value to them. Information literacy contributes to student values of creative insight and intuition creating the notion that one can come up with novel ideas and creative ideas other than recycling common knowledge. It is the pillar for both knowledge construction and knowledge extension. Creativity and critical thinking are not only activities of the mind, but information literacy motivates a person to generate ideas about new information and the effective use of information. (Emmet & Emde, 2007). Information literacy acts as a platform for which students need not use it for their own benefit but for the benefit of others. It is imperative to state that not everyone in information literate, but those who have the unique opportunity to gain these skills must be able to use it for the benefits of the society. The use of information wisely is ; exercising judgment , making proper decisions, carrying out research as well as considering one’s personal attitudes, personal values and beliefs. There is a concept that a student must consciously use information considering one’s personal values and ethics for information to be beneficial. Changing Literacy Needs Technology is one of the many factors that changes how students seek information especially in the electronic age. The electronic sources have a vast range of information, and the burgeoning availability of electronic source makes it difficult for a student to use what is necessary. The ability to discern useful and relevant information is what makes a person information literate. The information on electronic sources and the internet makes it difficult for students to know when to stop collecting information since they are more available in the past. Information management is also a challenge to student, a direct result of the vast information that is accessible. A student must be able to navigate information sources either in a digital or other technological platform and communicate their findings or observations in an articulate and persuasive way. The needs of a student in a changing global world still remain the same; in consonance with the definition envisioned by information literacy. Information literacy was not a course, except for librarians but was rather dependent on a student’s ability to understand it on their own. In the changing literacy needs of a student then information literacy skills are important since it applies to how information is sought through use of tools and primary sources in a way that solve problems. According to Hsieh & Dawson (2010), he asserted that at least 100% of the American population was already literate but at least a one-sixth fit the description of being information literates. Information literacy in the 21st century is not en embryonic concept, but it has become more clear, comprehensively delineated and is suitable in the identification of the actual skills and knowledge that is required to handle information permeated due to technologic advancement. It is through advocacy by Pinto & Andres (2008) that institutions of higher learning must ensure that information literacy is part of the graduation outcome. Knowledge according to most definitions is ‘how one understands the way the world is constituted while skills refer to the ability to pragmatically applying knowledge in the practical setting’. Competence in the society is at its highest level and a necessity for graduates. In a definition by Zhang, Majid and Schubert (2010) competency is the ability of a person to work in an ever-changing environment, dealing with abstract and non-routine work, handle decisions, and understand dynamism and to operate efficiently. This refers to having cognitive abilities and skills such as ; problem solving, reasoning, qualitative reasoning , learning to learn integrated with interpersonal skills, social abilities and values. CONCLUSION In conclusion, information literacy continues to be more important in higher education despite the presumption that a student joining a university or institution of higher learning is already equipped with the necessary skills to find, analyse, evaluate and use information. Information literacy is a journey started once one starts school and will be a lifetime experience. Information literacy captures the essence of knowledge, critical thinking and the use of the information in making a better society. Information literacy linked to concepts such as creativity, wisdom, problem solving skills and decision-making. The relevancy of information literacy to students of higher education is by operating on the notion that it enables the molding of a citizen capable of thinking and acting independently with minimum supervisions. Information literacy is at a stage where information accessibility in not limited to the library but one can access it through computers, mobile devices and electronic sources, hence instruction should take into account the unique needs of students living in the 21st century. An information literacy instructor ought to be specialists, with a little more knowledge than that of a student. It is important to assess the needs of a faculty and how best information literacy can be taught to the student. Moving forward in training information literacy is the commitment of institutions of higher learning to incorporate information literacy in the curriculum and training of their graduates. The librarian’s role in information literacy ought to be taken a notch higher that is promoting its instruction in educational and disciplinary workshops, journal articles and conferences. Instruction of information literacy must focus on ceiling the gap between information literacy skills recommended by the faculty and those that can support and develop the knowledge of students. ‘Information is power’ is a common knowledge and a person who is able to manage, use, access, acquire and store relevant information has the ability to change the world. REFERENCES American Library Association. (2001). ACRL best practices initiative: Characteristics of programs of information literacy that illustrate best practices. Working edition. Retrieved October 10, 2013 from http:// www.ala.org/acrl/nili/criteria.html ALA (1989). ALA Presidential Committee on Information Literacy Final Report. Chicago: American Library Association ALA.Final Report. Retrieved 10 October 2013 from http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.html. CILIP (2004). CILIP’s definition on information literacy. Chartered Institute of Library and Information Professionals. Retrieved October 10, 2013 from http://www.cilip.org.uk/get-involved/advocacy/information-literacy/pages/ definition.aspx. Davis-Kahl, S. & Hensley, M. eds. (2013). Common Ground at the Nexus of Information Literacy and Scholarly Communication. Chicago, IL: Association of College and Research Libraries. Retrieved from http://www.ala.org/acrl/files/publications/booksanddigitalresources/digital/commonground_oa.pdf. Emmett, A., & Emde, J. (2007). Assessing information literacy skills using the ACRL standards as a guide. Reference Services Review, 35(2), 210-229. doi:10.1108/00907320710749146 Hsieh, M. L., Dawson, P.H. & Carlin, M.T. (2013). What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multilayer Assessment Study. Hsieh, M. L., & Dawson, P. H. (2010). A university’s information literacy assessment program using Google Docs. Brick and Click Libraries: Proceedings of an Academic Library Symposium, 119-128. Katz, I. 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