Transcript Document

INFORMATION LITERACY AND
COMPETENCY STANDARDS FOR
HIGHER EDUCATION
Seminar Presentation
Presented by :Sarita Rani
Assistant Librarian
Bhai Gurdas Library
G.N.D. University, Amritsar
Information Literacy and Competency
Standards for Higher Education
Progress in all the walks of life depends on
information generated in concerned spheres.
Availability of efficient information system and
services and proper utilization of information
by people can improve the activities of citizens
and also the quality of country’s development.
Information adds something new to our
awareness and removes the vagueness of our
ideas.
Information Literacy
Information literacy is a survival skill in the
information Age. Instead of drowning in the
abundance of information that floods their lives,
information literate people know how to find,
evaluate, and use information effectively to solve
a particular problem or make a decision-whether
the information they select comes from a
computer, a book, library, a government agency,
a film, a web site or any other possible resources.
The American library Association’s definition of
the term is,
‘To be information literate, an individual must
recognize when information is needed and have
an ability to locate, evaluate and use effectively
the needed information’ In this view information
literacy is the basis for life long learning and an
information literate person is one who :

Recognizes that accurate and compete
information is the basis for intelligent
decision making.

Recognizes the need for information.

Knows
how
to
locate
needed

Formulates questions
information needs.

based
on
Identifies sources of information.

Develops
strategies.
successful

Accesses sources
including computer-based
technologies.
search
of information
and
other

Organizes information for practical
application.

existing
Integrates new information into an
body of knowledge.
DEFINITION OF INFORMATION LITERACY
‘To be information literate, an individual
must recognize when information is needed
and have an ability to locate, evaluate and
use effectively the needed information’
(ACRL 2000)
INFORMATION LITERATE PERSON

Recognizes that accurate and compete
information is the basis for intelligent
decision making.

Recognizes the need for information.

Knows how to locate needed information.

Formulates questions based on information
needs.

Identifies sources of information.

Develops successful search strategies.

Accesses sources of information including
computer-based and other technologies.

Organizes
information
application.

Integrates new information into an existing
body of knowledge.

Uses information ethically and legally.
for
practical
NEED FOR INFORMATION LITERACY
•
For Students
•
For Employees
•
For ordinary citizen
Information Literacy and Higher Education :-
Developing lifelong learners is central to the mission of
higher education institution. By ensuring that individuals have
the intellectual abilities of reasoning and critical thinking, and
by helping them construct a frame work for learning, colleges
and universities should provide the foundation for continued
growth throughout their careers, as well as in their roles as
informed citizens and members of communities. So
information literacy is a key component of, and contributor to,
lifelong learning. Information literacy competency extends
learning beyond formal classroom settings and provide
practice with self directed investigations as individuals move
into internships, first professional positions and increasing
responsibilities in all arenas of life.
IL Competency Standards for Higher
Education
Standard One
The information literate student determines the
nature and extent of the information needed.
Outcomes include

Describes the difference between general
and subject-specific information sources.

Collect terms that may be useful for locating
information on a topic.

Uses relevant subject-and disciplinerelated terminology in the information
research process.

Identifies various formats
information is available.

Identifies a research topic that may
require revision, based on the amount
of information found (or not found)
in
which
Competency Standard Two: The information
literate student accesses needed information
effectively and efficiently.
Outcome includes

Selects appropriate tools (e.g. indexes,
online data bases) for research on a
particular topic.

Identifies the differences between freely
available Internet search tools and
subscription or fee-based databases.

Identifies the types of sources that
are
indexed in a particular database or index
(e.g., an index that covers newspaper or
popular periodicals versus a more
specialized index to find scholarly
literature).

Distinguishes between
bibliographic databases.

Selects appropriate information sources
(i.e. primary, secondary or tertiary
sources) and determines their relevance
for the current information need.
full-text
and

Locates major print bibliographic
and
references sources appropriate to the
discipline of a research topic.

Locates and uses a specialized dictionary,
encyclopedia, bibliography, or other
common references tool in print format
for a given topic.
Competency
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.
Out come include

Investigates an author’s qualifications
and reputation through reviews or
biographical sources.

Determines if the information retrieved
is sufficiently current for the information
need.

Describes how the reputation of
the publishers effects the quality of the
information sources.

Follows,
relevant
sources.

Incorporates
new
knowledge
as
elements of revised search strategy to
gather additional information.
retrieves
and
evaluates
online links to additional
Competency
Standard
Four
:
The
information literate student, individually or as
a member of group uses information
effectively to accomplish a specific purpose.
Out come include

Organizes the content in manner that
supports the purposes and format of the
product or performance (e.g. outlines,
drafts, storyboards)

Uses a range of information technology
applications in creating the product or
performance.

Incorporates principles of design and
communication.

Communicates clearly and with a style
that supports the purposes of the
intended audience.
Competency
Standard
Five
:
The
Information literate student acknowledges
the
use
of
information
sources
in
communicating the product or performance.
Out come include

Describes how to use a documentation
style to record bibliographic information
from
an
item
retrieved
through
research.



Demonstrate an understanding that the
appropriate documentation style may
vary by discipline (e.g., MLA for
English, University of Chicago for
history, APA for psychology)
Uses
correctly
the
citation
appropriate to a specific discipline.
style
Locates
information
about
documentation styles either in print or
electronically, e.g., through the library’s
Web site.
Role of LIS professionals in
Information Literacy programme
Library professional with their expertise,
knowledge and techniques of where to look up
and how to find out information for given query
can help the users in their search for
information by extending personal help and
assistance. LIS professionals have to play a
significant role to promote information literacy
in society. There exists gap between librarians
and users’ information needs. To bridge this gap
they need to educate and re-educate themselves
to acquire new skills and competencies for new
role and they need to cultivate the concept of
life long learning of information literacy skills.
Information Literacy
Professionals
Programmes
for
LIS
The academic staff colleges established in the
universities organize regular orientation/refresher
courses for teachers and librarians to imbibe the
skills for locating and accessing information in the
changing environment.
The national documentation centres like National
Institution of Sciences Communication and
Information
Resources
(NISCAIR)
(erstwhile
INSDOC)
and
National
Social
Science
Documentation
Center
(NASSDOC)
play
a
significant role in orienting library and information
science professionals of the country to acquire the
skills of access to information.
Role of Library Associations in India
Some library associations at national level are
now proactive in spreading the information
literacy competency for the librarians and
library users. In December 2005, Indian
Library Association (ILA) organized 51st All
India Conference with the focus on “libraries,
information literacy and lifelong learning”,
where many librarians felt the importance of
information literacy in lifelong learning and
optimizing the usage of information in the
libraries.
In conference, ILA also recommended to
form a National Information Literacy
Mission and the National Information
Literacy
Task
Force
to
implement
information
literacy
competency
development programmes throughout the
country without further delay.
THANKS