08 History and Development of Information Literacy
08 History and Development of Information Literacy
08 History and Development of Information Literacy
Badke,W (2008) mentions in his paper that true information literacy will not
become a reality until it is elevated to the status of academic discipline that has
confirmed role within the curriculum. Perrett (2004) found that 81 % of
incoming graduate students follow information literacy instruction in order to
meet educational standards, though many of them had self rated their skills or
have been excellent. While the need for comprehensive information literacy in
today’s society is becoming increasingly apparent and initiative around local,
regional, national and international educational venues, there is evidence that
information literacy within higher education is failing to meet its dual
17
intention of becoming credible within the academic community and pervasive
within university programs.
Bent, Moira and Stockdal, Elizabeth (2009) explains that Information literacy
is essential to allow students to develop their individual knowledge base
beyond material presented in between by drawing on both subject specific and
more generated information. Learning for life requires individuals to develop
appropriate underpinning personal habits of learning which can continually
evolve to meet new needs and adapt to new circumstances. Considering the
development of information literacy throughout the undergraduate degree
programme has led to a blend of teaching and learning approaches using both
generic and subject specific materials as appropriate. Students’ response show
that embedding the assessment of information literacy can play a crucial role
in engaging students with the concepts involved.
18
attitudes relating to information literacy instruction seem to have remained
fairly constant over time. Strong faculty concern about information literacy
abilities at undergraduate level was low. Information literacy competencies of
Undergraduate students need attention and should be addressed though
enhancement to the library instructional programming and outreach services
19
Currie,Lea;Devlin,Frances;Emde,Judith and Graves, Kathryn(2010)
determines undergraduate students information seeking behaviour and thought
process involves in ,criteria applied to and methods of evaluating the results if
their searches in determining which information to apply to their research.
Population selected for this study was undergraduate students at the University
of Kansas. The authors concluded that course integrated library instruction
may not be meeting the needs of the undergraduate students in developing
search, evaluative and critical thinking skills. The authors recommend that
academic librarians work to establish stronger partnership with teaching
faculty to ensure that research and information literacy skills are integrated
into the core course curricula.
Enich, Agnes and Popescu, Cristina (2012) states that new information and
communication technological development, educational reforms must
establish the universities to integrate information and technological skills
instruction into the curriculum. Information literacy becomes a necessary
requirement for academic students in the present information era and academic
libraries .The librarian must support teachers’ role by building up information
skills and discovering how to integrate them into the course. Each academic
library has to develop educational strategies and learning resources to help
students develop information literacy skills. It is necessary to have an active
and continuing program concerned information access, development and
supported by faculty.
22
Several core competencies related to information literacy have been identified
by Association of college and research Libraries. Students must learn to gather
relevant information and communicate their findings effectively. The
collaboration activity could easily be adapted undergraduate students to the
standards of professional writing, different form of publication, search
strategies to effectively find using or relevant database. Freeman, Edward and
Balta,Eileen Lynd(2010) did the analysis of pre and post activity assessment
which demonstrate that students gain confidence and knowledge on several
important skills as a result of this activity, providing content relevant
information literacy experience lays the foundation for students to be
successful consumers’ of information
The main idea of the survey by Holden, Irina (2010) was to assess students
about lifelong learning and whether there was collaboration between librarian
and science faculty, which is viewed as an effective means to improve
learning outcome. The attitudes towards science literacy and lifelong learning
among university undergraduate that 81% of the students agreed that science
literacy course is required in every college and university level.
25
participants up for successful navigation of any type of information
environment by opening their eyes to the importance and value factoring
content into one’s approach to information. It provides them with a framework
for interacting with information that can be applied in any academic or non
academic setting in which they find themselves.
26
maintaining an online information literacy tutorial requires a large
commitment from the librarian in regard to student marking and information
technology support but the successful integration of an online information
literacy module into the curriculum gives greater opportunities for
collaboration between academic and librarians and most importantly
strengthens the skills of the students. Johnston,Nicole (2010)
Karshmer, Elana and Bryan, Jacalyn E (2011) mention that designing library
instruction for college students, the strategies employed should also be
informed by the information seeking behaviours of the student’s population.
The three direction model using empirical research relating to students action
requiring library research, proposes that students progress in all three major
dimension i.e. include recording the use of information as tangible product,
interpreting and analyzing information (cognition direction) and progressing
from the novice level to that of an initiated or knowledgeable member. Orne
also suggested that different learning taxonomies and frames of reference
(Bloom, Perry) might allow librarian to develop lessons that are not only
constructed around first year student’s experiences and points of reference but
they apply information literacy skills.
27
resources in academic and research institutions in Uganda. It aims to focus on
the innovations of Makerer University. Instruction and research in the 21st
century rely in the individual skills and on the best information accessible to
students and researchers. Information literacy encompasses knowledge of
one’s information concerns and need and the ability to identify, locate,
evaluate, organize and effectively create, use and communicate information to
address issues or problems , it is a prerequisite for participating effectively in
the information society and is part of basic human right of lifelong learning.
This means that the users are either not aware of the availability of such
resources they do not know how to access them or they do not know what the
resources offer. They have developed programs for information skills session
based on individual requirements which increases library orientation to
graduates ,undergraduates and new faculty members tutorials workshops and
seminars, how to keep research up-to date; reference management and
accessing electronic journals database.
30
a comprehensive understanding of the undergraduate citation behaviour of
students enrolled in intermediate and advanced courses at the researchers,
home institution, and a modest sized liberal arts college.
31
levels of thinking skills. Mulherrin,Elizabeth A and Hamid ,Husien
Abdul(2009).
32
content methods, synthesis of information and methods of presentation are
generic and can be used across many areas of school curricula at all levels. It
appears from evidence gathered from questionnaires, interviews, discussion
and documentation that a number of teachers did have some understanding of
the concept of information literacy.
Resnis, Eric; Gibson, Katie; Gundy, Arianne Hartsell and Misco, Masha
(2010) investigate students information literacy practice at Miami University
including information search process, preparation, differences in students
33
information literacy skills level and how well they transfer these skills outside
course work. Self assessments have primarily been created by librarians to
evaluate student’s information literacy skills, their learning over the course of
a class or to improve librarian’s information literacy instruction. The chance to
collaborate was a fruitful experience for both librarians and faculty. Librarian
should consider taking advantage of opportunities to work with faculty to
create similar kinds of research projects. Librarians may consider starting with
their liaison areas to gauge interest in collaborative project.
35
Jeremy J and Hughes,Shelly K Shapiro(1996) state that Information literacy
and computer literacy in the conventional sense are functionally valuable
technical skills. But Information literacy should be conceived as a new liberal
art that extends from knowing how to use computers and access information to
critical reflection on the nature of information itself, its technical infrastructure
and its social ,cultural and even philosophical content and impact as essential
to the mental framework of the educated information age citizens as the
trivium of basic liberal arts was to the educated persons in the medieval
society. There should be collaboration among educators and information
systems professionals, humanists and computer and information scientist.
Spiranec, Sonya and Pejova, Zdravka (2010) States that South East Europe
(SEE) is one of the geographic regions in the world which is lagging behind
positive globe information literacy development. Despite numerous significant
efforts and initiatives that have been taken in the last decade by many
international, regional and national organization for information literacy
promotion and advocacy, still many countries have not made minimal
necessary progress in that direction” information literacy is a catalyst for
educational changes””information literacy is a pre-requisite for lifelong
learning”. The correlation between information literacy and educational
reforms is widely recognized in some European countries especially in the
Scandinavian countries and Germany, in which pursuit of the Bologna Process
afforded a fortuitous vehicle for the inclusion of information literacy in
educational reforms.
37
Shonrock, Diana D (2010) Describes the learning activity that used the
standards of Information literacy from American Library association,
Association of college and research libraries and the cognitive process of
Bloom’s taxonomy. Most academic library builds upon the principles of
Information literacy, critical thinking and lifelong learning. Librarians have to
collaborate with teaching faculty to provide a new approach to teaching
students about the effective use of networked electronic information and
publication along with traditions print resources.
Syamalamba, Rani (2011) Information literacy has become a global issue and
many information literacy initiatives have been documented in the field of
education. Undergraduate students lack the skills necessary to succeed in this
rapidly changing environment and faculty need training and support to make
use of new technologies for effective teaching and learning. The information
society is characterized by a constantly increasing volume of information,
advancement in information and communication technologies. It becomes
important for the patrons/clients to develop skills so that they can identify,
evaluate and use the relevant information effectively.ILP (Information literacy
program) is the need of the hour for maximum utilization of these resources in
teaching, learning and research.ALA states that information literacy is a
survival skill in the information age.
Walton, Geoff; Barker, Jamie; Hepworth, Mark and Stephen, Derek (2007)
Explain the structure of Information literacy programmes by setting out its
various elements in chronological order. Quasi experimental design using both
qualitative and quantitative strategies were used. The participants were
undergraduate student’s i.e.B.A, B.Sc. The purpose was to encourage students
to use the discussion board facility in the Blackboard Virtual Learning
Environment (VLE) in order to engage them in online collaborative learning
of Information literacy. This was achieved by using notions of scaffolding,
reflection and situated learning in delivering Information literacy elements of
the programme.
38
Wakimito, Diana K (2010) This study explored first year students learning and
satisfaction in a required information literacy course. The study asked how the
students understand connections between and information literacy in terms of
power, society and personal relevance to assess students understanding of
information literacy increase after taking the course. The learning objectives
for this are the ability to: formulate a research question, develop and use
appropriate search strategies and results describe research process and
communicate results and understand and apply principles of information
ethics. All these objectives are in support of information literacy learning
outcomes for Lower Division General education at California State University.
All first year students are required to take in order to be eligible to graduate
from university. Based on the pre and post test students increased their
understanding of information literacy and found information literacy
personally relevant
40
2.3 Designing, assessing and implementing information literacy
models
The American Library Association (ALA)endorses a widely held definition
for information literacy as the “ability to recognize when information is
needed and have the ability to locate, evaluate and use effectively the needed
information “ A variety of information literacy models are available to help
students locate reliable sources. These models provide steps from planning
and conducting meaningful research.
41
provide the right skills not only to their library and information professionals
but also to the users of libraries.
Campello,Bernadete (2009) The result of the study shows that the concept of
information literacy ,a s a set of skills and attitudes to be developed through a
planned, continuous and sequential library program. The practice of
information literacy in Brazilian school libraries, but librarians still need to
move further towards enacting the collective and permanent actions that
characterize the concept of information literacy. Implementing information
literacy programs in basic education demands collective efforts involving not
just the librarian but also the entire school community. Professional librarians
in Brazil have realized their responsibility in the learning process, not only
with regard to promoting reading- a traditional function of the librarian-but
also concerning the development of information skills
42
Catts,Ralph(2005) An operational definition was developed on the relational
model of Information literacy(Bruce,1997) within the context of
undergraduate higher education. The relational model of information literacy
proposed by Bruce is based on the phenomenological study of information
literacy practice. This model provides a useful framework for conceptualizing
both the notion of information literacy and the approaches to be adopted for
the development of self and others as information literate person. Librarians
and academic staff at Central Queensland University (CQU) with an interest in
the development of generic skills including information literacy volunteered to
participate in the development and validation of a pool of items.
The aim of this paper by DaCosta, Jacqui Weetman (2010) was to ascertain
faculty views on Information literacy, rather than just make assumptions on
their knowledge of the skills and interest in the concept. Most of the
researchers feel that collaboration between librarian and faculty is needed to
ensure that Information literacy is integrated into the subject curricula. Society
of College, National and university librarian (SCONUL) and seven pillars of
wisdom model was used.
44
Fainburg,Linda Isabella (2009) Explains how the users information need could
be compared with a learning knowledge and research need where the purpose
of information seeking is to find relevant information in relation to the
fulfilment of a specific goal and information need in order of become
information literate. Many research libraries are offering information literacy
program in the use of information systems and some library are trying to
integrate student’s project work into the information literacy curriculum. It is
clear that both Kuhlthau and Dewey are focusing on the close relationship
between thinking and action where both information seeking and problem
solving are learning process and both find information seeking easier when the
problem is more focused and the hypothesis deeply explored.
Herring, James E and Bush Stephen J(2011) states that model adopted by the
school in this study is the South Wales, Department of Education and
Training model which is referred to as ‘information process’ This model has
interlinked stages entitled defining, locating, selecting, organizing, presenting
45
and assessing with each stage representing a number of skills. Collaboration
between teacher and librarian is very much required. Results showed that
NSW (New South Wales) model was successfully implemented by teachers
and that most students used part of the model.
The purpose of the paper by Miller, Ellen R (2010) is to describe and analyze
Eastern Washington University Students Research skills imitative, a three year
ongoing project in which librarian works with faculty members from the
selected departments to aid them in articulating and integrating information
literacy skills into their curriculum. The overall feedback was positive from
participating faculty in the first year but received stronger positive feedback
from the second year faculty. Eastern Washington University (EWU) student
research skills imitative offers a successful model for integrating information
literacy skills into existing department curricula. This paper provides a
detailed strategy for librarian to work with department faculty in order to
accomplish this goal.
Millet, Michelle S; Donald, Jeremy and Wilson, David W (2010) state that
traditional bibliographic or user instruction included librarians in a role
supportive of teaching faculty. Trinity University in San Antonio, Texas began
its first year of a five year plan to integrate Information literacy into liberal
47
arts curriculum as a part of the required reaffirmation of accreditation by the
Southern Association of Colleges and Schools in 2008-2009. Faculty members
were enthusiastic that they immediately sought to apply the new learning
objectives and models introduced during the workshop at levels within their
own discipline.
48
Sanderson,Heather(2011) Briefly introduces several major learning styles
inventory, Honey and Mumford’s learning style questionnaire and Gardner’s
multiple Intelligence. With different models and measurement instruments and
more colloquial use of the term as an indicator that students learn in a variety
of ways. Kolb’s model-David Kolb developed his theory of experiential
learning. His model of learning styles is one of the most widely cited and
influential including information literacy.
Shenton, Andrew K and Gibson ,Naomi V Hay (2011) Seek to draw on Sice’s
system Model, itself based on Senge’s “fixes that fail” archetype and on data
from two previous research projects conducted. The purpose of this paper is to
synthesis a new model that portrays the information seeking behaviour of
children and young children. Recognizing first the congruence between
problem solving thrust of Sice’s model and the nature of information seeking
behaviour and second the correspondence of individual elements within the
model to key phases within the information seeking process. Shenton and Hay
Gibson noted the potential of the structure to unify within a single framework.
Information seeking the action may also result in undesirable outcomes. The
system model provides the backbone of new framework but additions
accommodation and revision were made to ensure that the version featured
here represents the phenomenon of information seeking by young as
appropriately as possible in terms of the data that were gathered. Information
seeking is also shown to be an iterative process with the individual often
revisiting previous pages.
Walton, Geoff and Hepworth, Mark (2011) This study seeks to identify the
changes in cognition associated with becoming information literate
specifically, in relation to the evaluation of information. It puts forward a
model for teaching and learning intervention that engages the learner and leads
to higher order information literacy thinking. Three interventions were
designed to develop the information literacies of first year undergraduate
students at Staffordshire University to teach and test Information literacy.
Interventions took a blended approach and combined face to face and online
Social network and learning (OSNL) also referred to as social media learning
49
(SML) and focused on one aspect of information literacy the ability to
evaluate source material.
Bent, Moira and Stockdal, Elizabeth (2009) mention that Information literacy
is essential to allow students to develop their individual knowledge base
beyond material presented in between by drawing on both subject specific and
more generated information. Students self assessments indicate their own
perception of the current information literacy levels using a scale from poor to
excellent. Considering the development of information literacy throughout the
degree programme has led to a blend of teaching and learning approaches
using both generic and subject specific materials as appropriate. Students’
response show that embedding the assessment of information literacy can play
a crucial role in engaging students with the concepts involved.
Buer, Viscount B (2005) The advent of the Internet and wide world web has
worsened the information overload because of the proliferation of information
it has raised the issue on the quality of information people churn out of the
website do not undergo editing. Information literacy has been characterized
with the discussion that relate to the involvement of librarian as a teacher,
curriculum and assessment. The diagnosis of students Information literacy
skills test could comprise of pre class and post class test administered at
beginning and end of the semester. The goal was to make a comparative study
of Information literacy of two anonymous universities in Ghana teaching
Information literacy as a credit bearing courses and whether Information
literacy course should stand alone or be integrated into the curriculum.
51
Chen,Hsin-liang and Doty, Philip (2005). The major goal of the framework is
to consider how to bring the larger computationally intensive collection called
digital libraries closer to the existing structure and practices of learners and
teachers while recognizing the new functionalities and learning opportunities
that digital libraries offer. The organization of learning materials in particular
must be based on the analysis of mathematics vocabulary and users’ search
behaviour, information utilization and actual work practices to facilitate the
use of learning materials. Information literacy must be a part of pre and in
service teacher education to enhance the quality of teacher preparation.
52
Derakhshan, Maryam and Singh, Diljit (2011) The purpose of this paper is to
focus on academic point of view towards integration of information literacy
into the curricula. UNESCO acknowledges that “Information literacy should
be introduced where ever possible within national curricula as well as in
tertiary, non formal and lifelong education programs’ (UNSIST newsletter,
2003, p 19.) Preparing students for lifelong learning and work in an important
educational objective. The integration of information literacy into the
curriculum has been in forefront of higher education. Meta synthesis is a
method of mixing a group of studies in order to find out the common essence
in the data and translate that into a new understanding. Effective integration of
information literacy across the curriculum requires the collaboration efforts of
academics and librarian.
Gustavson, Amy and Whitehurst, Angela (2011) This paper seeks to provide a
solution for teaching comprehensive information literacy instruction when
time is limited during one shot library instruction session. The library
instruction program at East Carolina University, Joyner Library experienced
the same challenge. Library related information literacy instruction is shared
between Joyner Library and the college of Education’s department of library
science. The results indicated students had difficulty understanding the use of
Boolean Operators, the identification of credible sources, citations and
plagiarism and the actual process of retrieving books from the library
collection.
54
librarianship are important trends in academic library aimed at facilitating
students Information literacy skills. The ultimate goal of Information literacy
course is t educate librarians who can facilitate the development of lifelong
learners in the communities they serve.
Jackson, Cathie and Hogg, Rebeca (2007) The paper outlines the aims and
methodology of Information literacy resources Bank project created by
Information services at Cardiff University. The challenge was to develop a
product which would complement a tailored approach to embedding
information literacy into the curriculum. The most popular request from
academic staff was for resources which could help them teach students how to
cite reference and avoid plagiarism.
55
into cultural literacy programs. Course related or integrated instruction
sessions have come to play a bigger role in making students more information
literate. The role of librarian in the information literacy efforts is critical in
order to engage students in their learning process. George D kuh and Robert M
Gonyea in their study ”The role of Academic Library in promoting students
engagement in Learning” argue that “because the emphasis a campus place on
information literacy is a strong predictor of students becoming information
literate, librarians should redouble their collaborative efforts to promote the
value of information literacy and help create opportunities for students to
evaluate the quality of information they obtain” Course integrated instruction
has proven to be the most effective and has the most impact on student’s
learning which involves close collaboration between librarian and faculty.
Librarians have realized that to reach that goal they would need strong
collaboration from faculty to design and implement course
assignment/projects which would involve information literacy components.
Collaborative efforts have enabled librarians to encourage and support faculty
in establishing learning priorities which will ensure that students be equipped
with competencies to become effective lifelong learners.
Moll, Nichiel (2009) This paper looks at the changes in the national
curriculum in South Africa and then at the current curriculum with emphasis
on the place of Information literacy concepts within the curriculum as a whole
and then within each learning area. Learning outcomes remain the same from
56
grade to grade while assessment standards change from grade to grade. The
use of Information literacy and its associated skills in the schools should be an
integral part of teaching.
Pan, Denise; Valliant, Merrie and Reed, Becky (2009) An academic advisor
and two librarians at the Denver campus of Johnson and Wales University
(IWV) collaborated by sharing a face book page, participating in a first year
seminar program and evaluating the qualitative and quantitative correlation
between information literacy test scores and academic standing. The
advantage of face book’s social network capabilities is the library and CAS
communicate directly with students to promote their services and develop
relationship with undergraduate community. The result demonstrated a
correlation between Information literacy and academic standing and the
relationship implies that students have a greater chance for classroom success
after acquiring Information literacy skills.
57
technology and institutional repositories. People access information in a
complex process that requires continuous training conducted by the librarian.
Small, Ruth V; Zakaria, Nasriah and El-Figuigui, Hoinia (2004) This study
explored the motivational aspects of Information literacy skills instruction
delivered by librarian in community college librarian. The teaching of
Information literacy skills including research and critical thinking has been
described as a primary role of library faculty in community college.
Instructional methods used to effectively present information and motivate
students learning are the focus of this study. In a report on the roles and
responsibilities of library faculty by the Academic Senate for California
Community College. This study looks at the librarian’s role as teacher in the
community college environment and the strategies that librarian use to
motivate their students during information literacy skills instructions.
Collaboration between librarian and professor is essential to the success of
information literacy skills instruction.
58
knowledge based society, especially effective use of Information technology
based services and collaborative learning in the various levels of the
educational system.
Verlander, Pand Scott (2009) the purpose of this article is to discuss the
various interactive teaching methods using during large group information
literacy session at Liverpool Hope University during the academic year 2008-
2009. The Cephalonia methods are a method of active learning designed by
librarians at Cardiff University in order to revitalize ‘boring library induction
by providing a degree of interactivity beyond merely communicating
procedural information. Personal response system (PRS) is an excellent means
59
of gleaning information and opinion from students and for evaluating
understanding.
Zoellner, Kate; Samson, Sue and Hines, Samantha (2008) The project aimed
to develop internal benchmarks and improve the curriculum as needed. Pre
and Post surveys were developed to assess students research confidence,
perceptions of information tools, web evaluation abilities and assistance
60
seeking attitudes of students enrolled in an entry level public speaking course
that is part of the General education curriculum at the University of Montana.
Manuel (2005) provides a thorough review of literature on first year
instruction and addresses the question of what first year students know about
information and what we can teach them.
61
lifelong learning, crucial in the development of a critical and reflective thought
process for creating, recreating and applying knowledge.
62
able to efficiently and effectively retrieve information from a variety of
sources and to encourage resource based learning among students and make
students independent learners with lifelong learning skills to enable them to
make informed decision.
Haneefa, Mohamed K and Shukkoor, C.K Abdul (2010) the study aims to
ascertain the Information and Communication (ICT) literacy among the library
professionals of Calicut university.ICT is the biggest achievement in the
evolution of mankind. It is any system designed to gather, process or distribute
information or it is the science and skill of all aspects of computing, data
storage and communication.ICT literacy is very essential for being proactive
information professionals in a knowledge driven society. Structured
questionnaires were prepared and distributed to library professionals of
Calicut University. The finding of the study shows that young professional
assistants are more ICT literates than junior librarians and assistant librarian.
64
revolution is creating a new form of electronic interactive education that
should blossoms into a lifelong learning system that allows almost anyone to
learn anything from anywhere at any time. In the contemporary age, learning
to learn, learning to transform information into new knowledge and learning to
translate new knowledge into application becomes more important than
memorizing specific information. The new competencies that employers value
in the knowledge society have to with oral and written communication
teamwork, peer teaching, creativity, envisioning skills, resourcefulness and the
ability to adjust to change.
Koltay, Tibor (2011) Examines the role of information literacy and digital
literacy under the circumstances and challenges of the Web 2.0 environment.
Even though skill based literacies have been criticized by many, raising users
awareness of the differences between amateur and professional content can be
done by using the ANZIL standard which clearly state that information literate
persons are required to differential between popular and scholarly journal. If
library want to be useful differential information literacy education that
distinguishes between amateur and professional goals, applied properly,
should be suitable to provide not only adequate content, but offer a
65
considerable level of comfort as well. Thus they correspond to the traditional
value system of library services and make proper use of modern technology.
66
especially in sourcing for materials such as literature search and research
methodology. It was discovered half of the academic staff responded that they
frequently used the Internet for receiving general teaching material. A third of
the academic staff claimed that they occasionally claimed that they
occasionally used the Internet as a referral to additional lecture material.
67
2.6 Conclusion
In this chapter the investigator has made a sincere attempt to review the
Web 2.0.The scholar has referred to various databases like LISA, EBSCO,
EMERALD, and JCCC. There are 136 studies referred and many more
available on information literacy but have selected only the one’s related to the
study. Out of these 62 are related to the undergraduate studies. It is seen from
various studies that information literacy can form a critical link when it comes
has led to the blend of learning. Each academic library has to develop
This study being the first of its kind related to Goa, the investigator has
68
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