ALIA 2001 TAFE libraries conference

Information Literacy Standards and TAFE Libraries

Diana Harrison

Biography

Diana is currently the Customer Services Manager at RMIT University Library, with responsibility for library services to both TAFE and Higher Education sectors. She is responsible for the management of all front line services, including loans, reference services, document delivery, faculty liaison and learning centre facilities. She was previously the TAFE Librarian at RMIT, and prior to that Technical Services/Systems Librarian at Northern Melbourne Institute of TAFE.

Diana has been actively involved on a range of committees relating to TAFE Libraries. She is currently the President of the ALIA TAFE National Group, the TAFE representative on the committee of the ALIA Information Literacy Forum and the TAFE representative on the Working Group of the Australian and New Zealand Institute for Information Literacy. She has previously been chair of the National Working Group for TAFE Library Services and President of the Victorian Association of TAFE Institute Librarians.

She has been involved in a number of projects for state and federal bodies; the most recent is the Online Technologies for Library and information Services project, which had as its brief the provision of training for TAFE Library staff in the area of new learning technologies. The project delivered training to 80 staff across Victoria in the TAFE and adult education sector, and developed a range of training materials based on a Training Needs Analysis conducted across the state.

Abstract

In 2000 the Council of Australian University Librarians sponsored the development of Australian Information Literacy Standards, and this paper discusses the Standards and the philosophy underpinning them. The paper reports on a national survey of information literacy in TAFE Libraries, which investigated the consistency of understanding about information literacy, the ability of TAFE libraries to provide information literacy training, and its inclusion in curriculum material. The paper recommends strategies for the adaptation and implementation of the Information Literacy Standards in and by TAFE Libraries in Australia.

Introduction

The Council of Australian University Librarians have sponsored the development of information literacy standards, which are based on the US information literacy standards and which have been adapted to suit Australian conditions. These standards have been endorsed by ALIA and a number of other bodies, and have been developed in such a way that they can be adapted to suit the various educational sectors in Australia.

To quote the standards:

"Information literacy is required because of proliferating information access and resources. Individuals are faced with diverse, abundant information choices… Increasingly information comes unfiltered. This raises questions about authenticity, validity, and reliability. Sheer abundance of information and technology will not in itself create more informed citizens without a complementary understanding and capacity to use information effectively." ¹

The standards provide a framework for the integration of information literacy into educational programs and for assessing the competencies of learners. Some advice is provided regarding strategies for such integration from an organisational level down to learners.

Following on from this, ANZIIL, or the Australian and New Zealand Institute for Information Literacy was developed. The mission statement of ANZIIL is as follows:

Mission

The Australian and New Zealand Institute for Information Literacy (ANZIIL) supports individuals, organisations and institutions to promote information literacy and in particular to integrate information literacy within the full spectrum of the educational process.

Goals

• Provide a clearinghouse for high quality resources which academics and librarians can use for integrating information literacy in the context teaching, learning, and research (including examples of best practice)
• Facilitate workshops to enhance the ability of librarians, academics and learning advisers to integrate information literacy into the content, structure and sequence of curricula which is global, flexible and student centred
• Support and facilitate the marketing and promotion of information literacy initiatives as a critical contribution to the educational missions and goals of respective organisations
• Promote performance indicators derived from research and standards to develop rigorous evaluation processes
• Lobby educational institutions, organisations and departments to ensure generic capabilities are
  • (i) addressed in policy documentation
  • (ii) taught within the curriculum and;
  • (iii) appropriately evaluated
• Stimulate and support research into information literacy
• Identify and compete for funding
• Consult and collaborate with international, national and local organizations and forums to promote information literacy in general

I am the TAFE representative on that Group in my capacity as President of the ALIA National TAFE Group, and also as the TAFE representative on the ALIA Information Literacy Forum Committee. In order to participate on and contribute fully to the Group, it was apparent that some kind of environmental scan of the "state of information literacy" in TAFE libraries around Australia was required. It was also felt that the ALIA TAFE National Group and the National Working Party for TAFE Library Services could develop strategies relating to information literacy which would flow from the survey

Process

A questionnaire was developed which examined whether institutions had a definition of information literacy, what training was provided and the format, how information literacy was viewed by the institution, the barriers experienced when advocating information literacy, the awareness by TAFE library staff of a number of documents relating to information literacy and what in-house training programs were conducted in the library. My thanks to Alan Bundy for both commenting on the questionnaire, and for providing the address labels. Approximately 75 questionnaires were sent out by snail mail to TAFE institutes across Australia; the questionnaires were sent to multiple library locations within an institute if the number of staff at that site exceeded 3. In this process I leaned heavily on the Australian directory of Vocational Education & Training compiled by Di Booker2, which was published in 1998 for information about Institutes and their libraries. There were some concerns about the comprehensiveness of the address list used, so electronic versions of the questionnaire and covering letter were subsequently sent to ALIA TAFE National Group committee members with a request to circulate to colleagues in their state. 41 responses were received from all states except Tasmania (this was probably a result of problems with the address list).

Definition of Information Literacy

18 respondents said that they didn't have a definition of information literacy. A range of information literacy definitions were used by those who indicated that they did have a definition. These included:

1. An information literate person is defined as one who is able to "recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information" (Derived from the Association of College and Research Libraries Information literacy competency standards for higher education ACRL, Chicago 2000. http://www.ala.org/acrl/ilintro.htm3 derived from American Library Association Presidential committee on information literacy. Final report American Library Association, Chicago 1989 www.ala.org/acrl/nili/ilit1st.html4

2. CAUL - Information literacy is an understanding and set of abilities enabling individuals to 'recognise when information is needed and have the capacity to locate, evaluate, and use effectively the needed information'. (Derived from the Association of College and Research Libraries Information literacy competency standards for higher education ACRL, Chicago 2000

3. Information literacy is a prerequisite for:

participative citizenship;
social inclusion;
the creation of new knowledge;
personal empowerment; and,
learning for life.

(ALIA Information Literacy Forum, Statement on information literacy for all Australians)⁵

4. Breivik⁶
Information literate students can:

• Understand processes for acquiring information, including systems for information identification and delivery
• Evaluate the effectiveness of various information channels, including libraries, for different kinds of needs
• Master basic skills in acquiring and storing their own information
• Consider public policy issues relating to information, for example, copyright, privacy and privatisation of government information

5. Doyle
Information literacy is the ability to access, evaluate and use information from a variety of sources⁷

The remainder of respondents either didn't identify their source or have created a generic definition. However the skills identified in most cases related to identifying a need for information, locating, evaluating and organising that information and presenting or using the information. This is reflected in the Mayer competencies (The Mayer report (1992) :

Key competencies: Collecting, analysing and organising ideas and information:
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 to obtain it. ⁸

While there is consensus about the skills which should be incorporated into a definition, the responses indicate that Australian TAFE libraries do not have a uniform definition of information literacy which might be used for such purposes as advocating for the inclusion of information literacy skills building in national training packages, marketing the benefits of information literacy for lifelong learners, etc. It is recommended that such a uniform definition be developed.

Information skills/information literacy training

Respondents were asked to identify in which ways they provided training in information skills or information literacy, and it is clear from the responses that a broad range of training is provided. They were asked to indicate whether they provided the following:

The lower response rate for orientation talks external to the Library most likely reflects the inability of many libraries to conduct such sessions owing to skeleton staffing. However the low response rate for advanced information skills and research level skills is most likely a reflection that courses provided at that Institute do not include such skills as a requirement. One can also speculate that the lower response rate for orientation to websites may reflect minimal access to the Internet and or to a Library website.

Format of sessions

The survey asked respondents to indicate how the sessions were presented, with a view to exploring the uptake of online training options. All respondents indicated that training was presented face to face; however 6 respondents indicated that the training was available on line, with 2 others planning for online training. A further respondent indicated that training was provided via teleconferencing and videoconferencing.

While providing online training is a strategy that will be utilised more frequently with greater uptake of online courseware, the costs involved with this are quite significant in terms of equipment and software, upskilling staff and time required to develop the courseware. In addition the development of the online training material is not simply a matter of transferring existing notes online, but involves

• rethinking the way in which the material is presented to maximise the opportunities presented by online learning
• examining the way online learners learn,
• developing strategies in the courseware which replicate the non-formal activities which students engage in, eg informal discussions of content over coffee
• creating a package which is either generic or subject specific

Given these factors, it may be useful to discuss the development of generic online information literacy courseware that could be used by TAFE libraries at minimal cost. This may involve utilising that which has already been developed, or creating such courseware with the ability to customise it to some degree to be incorporated into national training packages. While there has been ongoing discussion over the years about developing such courseware and some ensuing development, the critical factor of my recommendation is that the courseware should be available on a national basis much like the national training packages themselves. This would maximise the consistency of the training offered, and provide the same advantages offered by the national training packages in terms of the degree of confidence in the competencies developed by TAFE learners.

How information literacy is valued, and the perception of its integration into the curriculum

Respondents were asked to indicate the extent to which their institution recognised and valued information literacy; rather encouragingly 13 respondents indicated that it was valued a great deal and only 2 respondents indicated that it was not valued at all. The majority of respondents indicated that it was valued a little, although a common remark was that it varied depending on the teachers involved and their understanding and perception of the value of information literacy.

However responses to feedback on perceptions regarding the integration of information literacy into the curriculum revealed a more serious situation. Only 2 respondents felt that it was integrated a great deal, and 7 respondents felt that it was not integrated at all. Again respondents felt that it varied, mainly because of the requirements of various training packages and/or the perceptions of the teachers.

It is recommended that a marketing campaign regarding information literacy be investigated. However this may be problematic. The NWGTLS sent an issues paper on information literacy to TDA in October 2000 but did not receive formal support from TDA as a group. NWGTLS members were advised to approach their individual TAFE directors for the support of information literacy skills development of learners at the Institute level rather than across the TAFE sector. The formal response from the Steering Committee was that "it would be more appropriate for the NWGTLS members to circulate the paper ourselves rather than it going through TDA channels." Further discussion on marketing strategies would be constructive.

Barriers experienced when advocating information literacy in the institution

Anecdotal evidence suggests that, while information literacy is not the sole preserve of librarians, the task of elucidating its role in lifelong learning, and advocating for its inclusion in courses is consistently taken up by librarians. Respondents were asked what barriers were experienced when carrying out this task or in providing information literacy training for students. The major barrier to providing such training, and to moving out into the institution and "marketing" information literacy was lack of time with 39%of responses. The second barrier, which is inextricably tied to the first is a lack of understanding about information literacy, with 38% of responses. Most respondents identified a number of barriers, as below:

Most of the barriers are interconnected, eg. If information literacy training was included in the national training packages, then one might assume that teachers would understand its relevance, and there would be time scheduled during the year for it to be taught.

Documents which inform the debate

A number of critical source documents were identified which provide background about information literacy, and respondents were asked to identify those with which they were familiar. This information was sought in order to determine to what degree TAFE library staff are familiar with the concepts and developments associated with information literacy. The three documents, all mentioned previously, were:

• the Mayer competencies, which identified those skills associated with information literacy as the first critical employment related key competency
• the CAUL information literacy standards
• the ALIA Statement on information literacy for all Australians, which contextualises the role of librarians regarding information literacy

Respondents were provided with the relevant URLs, so were able to access those document with which they were unfamiliar

The high degree of familiarity with the source documents confirms that TAFE library staff are familiar with the concepts of information literacy; when the results are associated with the previous question it is clear that TAFE library staff are generally inhibited from promulgating information literacy by "external" factors or those out of their control, rather than their own unwillingness to engage.

Thos who responded negatively were consistently negative across all documents; hopefully the survey provided an opportunity for such staff to follow through with the references and increase the understanding of the respondent.

Respondents were also asked whether they had utilised any of the above documents to develop competency standards for information literacy, with the following outcomes:

It is reasonable to assume that a significant number of library staff providing training in information literacy, while being aware of a number of source documents, do not identify the relationship between providing such training and identifying the competencies that are to be achieved during such training. However almost an equivalent number of respondents do utilise one or more of the documents to assist them to identify appropriate competencies to be achieved from the training.

In house training for library staff

Finally, respondents were asked whether any in house training was provided for library staff who conduct information literacy training. 25 respondents said that they did, and the training ranged from the VITAL program provided by a number of New South Wales libraries to informal programs conducted by 8 respondents. A number indicated that mentoring was provided to staff.

The issue of ensuring that TAFE library staff have appropriate skills in the delivery of information literacy training, and working towards successful inclusion of information literacy principles and practices into curriculum is critical. Anecdotal evidence suggests that such training is not adequately covered in existing librarianship or library technician courses, and opportunities exist to either provide such training by a third party or to request that ALIA lobby for greater inclusion in existing courses. ANZIIL has identified itself as a likely provider of such training; however while such skills are transferable, it is reasonable to suggest that a TAFE stream of training, taking into account such factors as national training package development, might be investigated.

Recommendations

1. That a uniform definition of information literacy be adopted by TAFE libraries nationally
2. That the CAUL Information Literacy Standards are adapted and implemented in TAFE Libraries
3. That the development of a generic online information literacy be investigated, and if appropriate sources of funding identified
4. That further investigation regarding a national marketing campaign for information literacy be conducted, with a view to increasing the understanding of the criticality of information literacy by major stakeholders.
5. That TAFE-specific training in information literacy advocacy, training and curriculum development be investigated.

Conclusions

The first object of the Australian Library and Information Association is 'To promote the free flow of information and ideas in the interest of all Australians and a thriving culture, economy and democracy'. Information literacy is being increasingly recognised in a number of forums as a critical skill for individuals which both facilitates the above free flow of information and ideas, and assists those individuals to manage the information requirements of their life. TAFE libraries have a significant role in developing the information literacy of their users, and this role will be clearer when TAFE library staff have the same understanding of what information literacy is, actively market information literacy, and work towards its integration into curriculum.

Bibliography

1. Council of Australian University Librarians. Information Literacy Standards. Adelaide, CAUL, 2001

2.Australian Directory of Vocational Education and Training, compiled by Di Booker. Adelaide, Auslib Press, 1998

3. Association of College and Research Libraries. Information Literacy Competency Standards for Higher Education. http://ala.org/acrl/ilintro.html

4. American Library Association Presidential committee on information literacy. Final report American Library Association, Chicago 1989 (http://ala.org/acrl/nili/ilit1st.html)

5. ALIA Information Literacy Forum, Statement on information literacy for all Australians