The document discusses the University of Stellenbosch's information literacy framework and training. It provides definitions for information literacy standards which include understanding information needs, finding information effectively, evaluating information sources, using information responsibly, and communicating knowledge. The document also describes different types of information literacy training like curriculum-integrated sessions, e-learning modules, and one-on-one consultations. Examples are given of curriculum-integrated training in subjects like legal skills and psychology. Library guides and online modules are discussed as resources for students to develop research skills.

1. UNIVERSITY OF
STELLENBOSCH
Infolit Story

2. SU Infolit story
 Information literacy
framework
 Standards
 Training types
 Library guides
 E-modules

3. Information literacy framework
Why?
• to provide structure for an effective information literacy
skills training program
• world trend to revisit Information literacy frameworks e.g.
ACRL framework

4. Information literacy framework

5. Information literacy framework
Definition

6. Information Literacy Standards
SU Library and Information Service information literacy standards are based on the
Australian and New Zealand information literacy framework. There are five core
competencies/standards
Standard Purpose Learning outcome
UNDERSTANDING/STARTING OUT
Recognises the need for information and
determines the nature and extent of the
information need
To enable users to describe the information need
in terms of the core issues or relevant keywords,
use of Boolean operators
• Defines and articulates the information need
• Understands the variety of information
resources
• Re-evaluates the nature and extent of the
information need
FIND
Finds information effectively and efficiently
To enable users to retrieve, and use the various
databases to locate relevant resources
or information
• Selects the most appropriate methods or tools
for finding information
• Constructs and implements effective search
strategies
EVALUATE
Critically evaluates information and the
information seeking process
• Assesses the usefulness and relevance of the
information obtained
• Defines and applies criteria for evaluating
information
• Reflects on the information seeking process
and revises the search strategies

7. Information Literacy Standards continue
Standard Purpose
Learning outcome
USE RESPONSIBLY
Manages information collected or generated.
Uses information responsibly. Understands and
acknowledges cultural, ethical legal and social
issues surrounding the use of the information
Addresses relevant ethical and legal concerns
such as plagiarism and copyright. Makes use of
referencing methods applying tools that make the
academic venture easier e.g. Turnitin, EndNote,
Refworks etc.
• Records the information and its sources
• Organises the information in
folders/files/according to a logical system e.g.
bibliography, literature review
• acknowledges cultural, ethical and socio-
economic issues related to access to, and use
of information
• recognises that information is underpinned
by values and beliefs
• conforms with appropriate use of information
legally obtains, stores and disseminates text,
data, images or sound, and intellectual
property
STORE & COMMUNICATE
Applies prior and new information to construct
new concepts or create new understandings
• Compares and integrates new understandings
with prior knowledge to add value
• Applies the information to create a new
knowledge base, or to find solutions to
problems
• Communicates knowledge and new
understanding effectively articles, PowerPoint
presentations, assignments

8. Information Literacy training types
Types
Assessment (refers to measuring and describing
student learning)
Evaluation (feedback regarding the effectiveness
of the program)
Impact
Orientation and general library usage Evaluation
Not always directly measurable
Generic
Contact group – not subject specific training
E-learning – self pased
Evaluation
Not always directly measurable
Curriculum
Related - self-paced and contact
Integrated – E- learning - self passed and contact
Evaluation and feedback from lecturer about
assignment
Assessment
Not always directly measurable
Measurable impact
Individual training: In person
Def. Curriculum related/ Curriculum integrated
or Generic personal training of an individual/s
with an information need or problem (drop in or
by appointment). (15 or more minutes)
Evaluation Not always directly measurable

9. Training results 2015
Academic partnering and buy-in are critical, especially with credit-bearing information literacy programmes where information literacy outcomes are assessed. We
continued to increase our reach, with almost 200 more undergraduate students attending curriculum-integrated training sessions in 2015. Most first-year
undergraduate students in all faculties from 2014 have the opportunity to be enrolled in a module in which information literacy is integrated and assessed. The best
outcome would be for all these modules to be compulsory and repeated in a final year on a more advanced level of information literacy.

10. Curriculum Integrated Training: Examples

11. Curriculum Integrated Training:
Scientific Communication Skills

12. Curriculum Integrated Training:
Scientific Communication Skills

13. 1) PDF to full text of
article
2) Journal title: Food
Control
3) Volume, issue, pages
4) Authors
5) Abstract
Curriculum Integrated Training:
Scientific Communication Skills – Magazine vs Peer Review Journal

14. Curriculum Integrated Training:
Legal Skills

15. Curriculum Integrated Training:
Legal Skills

16. Curriculum Integrated Training:
Legal Skills
Library assessments
There will be three test opportunities in the year. Your test mark will be
calculated on the following basis- the best two obtained marks will be
divided by two
The class mark will be calculated on the following basis:
• 75% of the class mark is determined by the test mark
• 25% of the class mark is determined by your mark for the legal
sources and tutorials component which will be evaluated by continuous
evaluation (library responsible for this part)

17. Curriculum Integrated Training:
Legal Skills

18. Curriculum Integrated Training:
Legal Skills

19. Curriculum Integrated Training:
Legal Skills
Introduction to Law 171
Group assignment
Provide a critical assessment regarding assisted suicide/active euthanasia in
light of the judgment (and reasoning) by Judge HJ Fabricius in the case of
Stransham-Ford v Minister of Justice and Correctional Services.
Your assessment should refer to, inter alia, the Common Law, the Constitution,
case law and the approach of other jurisdictions.

20. Curriculum Integrated Training:
Psychology 347 – 2 tests forms part of the class point

21. Curriculum Integrated Training:
Psychology 347 – 2 tests forms part of the class score

22. Curriculum Integrated Training:
Psychology 347 – 2 tests forms part of the class point
378 of the 419 Psychology 348 students completed the first test. The average point was 8.32 out of 10.

23. Online IL developments & Library guides for the selfie generation
“The way young people use Facebook, YouTube, YouNow, Instagram, Pinterest, Twitter and Co actually
tells us everything we need to know for adapting our “old systems” to the challenges of present times
– we just need to watch and learn.”

24. Online IL developments & Library guides for the selfie generation

25. Library guides

26. Library guides

27. Library guides – subject guides

28. User guide for Postgraduates and Researchers

29. User guide for Postgraduates and Researchers

30. Library guides
In March 2015 Library guides received 36 150 views. This coincides with the times of the year most students
from all faculties are busy with research for their written assignments.

31. Most popular library guides 2015
The enhanced How do I find, access and use information
effectively: A step-by-step guide was again the most popular
guide, with 72 580 views for 2015 alone.
The most popular subject-specific library guides for the year
were Law and government publications and the Education
library guide.
The “Research process” and “Where to publish your
research article” guides are listed among the top 10 popular
library guides for 2015.

32. SUNLearn Library module for Postgraduates and
Researchers
The aim of the module will be to develop the skills and knowledge
of emerging Stellenbosch University researchers and postgraduate
students and to equip them with practical knowledge to find the
relevant resources, services and assistance available for each step in
a typical research project.
But why do we need a library guide (libguide) and a library model?

33. THANK YOU!
As long as we have users with information needs, and creators who want to help
users find their way through the maze, SULIS Information literacy framework will
develop and change over time.
Floris Leeuwenberg. 2013. [Online].
Available:
http://www.newscientist.com/data/images
/ns/cms/dn23321/dn23321-
1_300.jpg [2013, September 30].

34. Thank you