Introduction:
Information literacy is the set of integrated abilities
encompassing the reflective discovery of information, the understanding of how
information is produced and valued, and the use of information in creating new
knowledge and participating ethically in communities of learning [1]
The above definition of information literacy is by ACRL which
works as a division of the association we call ALA.
This as well as several other definitions given by several
other experts of the field define information literacy in many different ways,
but the main focus is always on harvesting the needed information at the right
time and utilize the same to solve the problem. [2]
But when it comes to evaluating someone in terms of his
information literacy skills, some standards, or we can say that some indicators
must be there which test the level of information literacy in the test
individual.
To facilitate this need of evaluation The Association of
College and Research Libraries (ACRL, 2000) an association working as a
division of the American Library Association (ALA) released the ‘Information
Literacy Competency Standards for Higher Education’
Designing of Information Literacy Programme:
As the Information Literacy is becoming a component of the
library and information sector and information literacy teaching is also
becoming a standard duty of a librarian or Information professionals. Various
information literacy models were proposed by various contributors of the field.
To mention some of them are as follows:[3]
- Digital
Information Fluency Model
- Sauce
Model of Information Literacy
- SCONUL
seven pillars of Information Literacy
- National
Information Literacy Framework (Scotland)
- National
Information Literacy Framework (Wales)
Etc.
When it
comes to decide on key components of an Information Literacy Programme, a good
example is the Guidelines for the Information Literacy Components of the
University wide general education program of the University of Arizona.
The five
key standards of the Information Literacy section of the University Education
wide Programme are:
· Standard
1: the ability to determine the nature, extent and sources of information
needed.
· Standard
Two: The ability to access information effectively and efficiently
· Standard
Three: The ability to critically evaluate information and information sources.
· Standard
Four: The ability to use information effectively to accomplish a specific
purpose or complete a specific project.
· Standard
Five: The ability to understand the economic, social, legal, and ethical issues
surrounding the access to and use of information.
So to build a better information literacy programme, one
should work on these core factors as these are the ultimate goals which are to
be achieved and the programmed built around these motives will the best one for
sure in terms of achieving the goals it is meant for.
The designing phase of the information literacy program will
have different components which will work collectively to make it happen. The
major components being the: teacher;
the liaison (the one who coordinates
and teaches the information literacy here in particular) and the final receiver
of all the things i.e. the students.
The liaison needed to
understand and adapt to the evolving needs of the faculty, students, department
as well as curriculum. Few points that are of prime importance can be
noted as follows:[4]
·
It
is important to define the role of the liaison
·
Assessment
is very much essential
·
Making
connections with the students is also important
·
Maintain
daily records
On the basis of these various factors and work conducted by
the liaison along with all the factors involved in the design of the
information literacy program, suggestions are made and a better information
literacy program is built. But the process does not stop here only, as the
needs of the users keeps changing with time, the needs of the time keep changes
, time demands the users to be up to date hence the programs also needs to be
evaluated time to time and necessary changes are to be made timely.
Steps according to ACRL:[5]
The following characteristics are meant to serve as a guide
when considering library and institutional contexts when establishing
Information Literacy programmes goals and strategies:
- Mission,
Goals and Objectives
- Planning
- Administrative
and Institutional Support
- Program
sequencing
- Pedagogy
- Communication
and advocacy
- Assessment
and Evaluation
§ Student outcome assessment
§ Program evaluation
Conclusion:
Information literacy is the demand of the time as if anyone
want to keep the pace with the changing world, which is more or less becoming
information centric day by day, he must keep himself/herself updated with the
current changes in the information world. Now as the sources of the information
are changing the user must also change themselves accordingly. So he must learn
the skills of Information Literacy. So to fulfill the information literacy
skills need of the user, the institutions or the information providers must
also have to focus on information literacy designing the better information
literacy programs. These programmes are developed and designed on various
standards proposed by different national and international organizations which
were tend to define the skills of the information literate individuals, which
in turn are used as the basis of designing the information literacy programs.
[1]
"Framework
for Information Literacy for Higher Education", American Library
Association, February 9, 2015.
http://www.ala.org/acrl/standards/ilframework (Accessed July 19, 2021)
Document ID:
b910a6c4-6c8a-0d44-7dbc-a5dcbd509e3f
[3]
Information Literacy Group website available at https://infolit.org.uk/definitions-models/
(Accessed on July 19, 2021)
[4] Zanin‐Yost, A. (2012), "Designing
information literacy: teaching, collaborating and growing", New Library
World, Vol. 113 No. 9/10, pp. 448-461. https://doi.org/10.1108/03074801211273920
[5] Characteristics of Programs of Information
Literacy that Illustrate Best Practices: A Guideline", American Library
Association, July 7, 2006.
http://www.ala.org/acrl/standards/characteristics (Accessed July 19, 2021)
Document ID:
10e9e7e2-9b77-fb14-7926-a72553366c52
