Information Literacy & Online Information Literacy

1. Information Literacy & Online Information Literacy TRIG (TAFE Reference Interest Group) Swinburne University – Hawthorn Campus, 14th November 2003

2. Program • 10.15 – 10.35 Know it All! Online – Angela Mare, Holmesglen • 10.35 – 10.55 Information Literacy Tutorial – Sarah Barnard, Kangan Batman • 11.00 – 11.15 Break • 11.15-11.35 UnCOILing information literacy at Chisholm- Terri Bell & Laraine Impey, Chisholm • 11.35 – 11.55 Assessing Information skills of students – Laraine Impey, Chisholm • 12.00 – 2.00 Lunch – Glenferrie Hotel • 2.00 – 3.00 Information Literacy in TAFE Libraries – Group discussion • 3.00 – 3.30 Afternoon tea • 3.30 – 4.20 Promotion of Information Literacy and training – Group discussion • 4.20 – 4.30 Closing and thanks

4. CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003 Standard One: The information literate person recognises the need for information and determines the nature and extent of the information needed.

5. CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003 Standard Two: The information literate person finds needed information effectively and efficiently

6. CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003 Standard Three: The information literate person critically evaluates information and the information seeking process

7. CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003 Standard Four: The information literate person manages information collected or generated

8. CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003 Standard Five: The information literate person applies prior and new information to construct new concepts or create new understandings.

9. CAUL IL Framework(Draft 2nd ed.) Australian/NZ Information Literacy Framework: Principles, Standards & Practice 2003 Standard Six: The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information.

10. “Mayer Key competencies”Putting Education to work: The Key Competencies report (Mayer 1992) • Collecting, analysing and organising information • Communicating ideas and information • Planning and organising activities • Working with others and in teams • Using mathematical ideas and techniques • Solving problems • Using technology

11. Integration of the Key Competencies within Training Packages • Training Package Development Handbook. Part 5 Section 2 • http://www.anta.gov.au/publication.asp?qsID=210 • “Collecting, Analysing and Organising Information focuses on the capacity to locate information, sift and sort information in order to select what is required and present it in a useful way, and evaluate both the information itself and the sources and methods used to obtain it.”

12. Collecting, Analysing and Organising Information • Responsiveness to the purposes of information, the nature of the sources and the audience • Application of access and retrieval techniques and principles • Analysis and organisation of information • Evaluation of quality and validity of information

13. Performance Levels Performance Level 1 (undertake tasks effectively): At this level a person: follows existing guidelines for the collection, analysis and organisation of information, and accesses and records information from given sources; and organises information into predetermined categories, and checks information for completeness and accuracy

14. Performance Levels Performance Level 2 (ability to manage tasks): At this level a person: clarifies the needs of the audience and the purposes of the information, and accesses and records information from a variety of sources; and selects categories or structures by which to organise information; and assesses information for relevance, accuracy and completeness.

15. Performance Levels Performance Level 3 (evaluating and reshaping tasks): At this level a person: defines the needs of the audiences and the purposes of the information; and critically investigates sources to identify and distil relevant information, and identifies within information the main organising categories and structures; and evaluates the quality and validity of information.

16. Australian Qualifications Framework (AQF)AQF Implementation Handbook 2002 • Table 4: Distinguishing features of Learning Outcomes • http://www.aqf.edu.au/implem.htm

17. Training Packages • National Training Information Service • www.ntis.gov.au • Examples of key competencies embedded in Competency Standards/ Units of competency/Training Packages

18. Discovery template- University of Ballarat • Rose Counsel- Information Literacy Project Officer:Flexible and Online Development • Discovery template developed as part of the 2000-2001 UBonline project for integration within flexibly delivered units/courses. • http://www.ballarat.edu.au/aasp/acsupport/infores/library/discovery/index.shtml • Paper from CRIG forum May 2003 • http://www.caval.edu.au/wpr/crig/pa/2003_papers.html