Introducing CILIP's Information Literacy Group, theories of information literacy, and various organisations' information literacy frameworks.

1. The Information Literacy Group (ILG)
• Special Interest Group of Chartered
Institute of Library and Information
Professionals set up in 2003
• Founded LILAC in 2004
• Run the the open access, peer-
reviewed Journal of Information
Literacy
• Run informationliteracy.org.uk
• Fund training events, sponsorship and
offer research bursaries for members
• Community of over 1400 members,
4600 followers on Twitter
@infolitgroup
https://www.flickr.com/photos/criminalintent/38
34911120

2. ILG aims….
• Share and celebrate good
practice in information literacy
teaching and research
• Provide a network and a voice
for information literacy work in
the library profession
• Undertake research and
innovation initiatives
• Work across the library sectors
• Reach out beyond the library
sector

3. Our challenge…..
• To get IL recognised outside
the higher education and
library community
• To connect with other
interested stakeholders
• To challenge traditional
views of what librarians do
and what information
literacy is

4. IL Awards
Helen Howard, University of Leeds,
Winner of the Information Literacy
Award 2017
Stephanie (Charlie) Farley, University of
Edinburgh, Winner of the Credo Digital
Award 2017 for 23 Things for Digital
Knowledge

5. Research Bursaries
• Funding high quality research
to explore the impact of IL
outside higher education
• Award funding twice per year
and currently open to our
members in the UK
• Three projects completed to
date
• A further six projects currently
running
Full details of all projects at
http://www.informationliteracy.org.uk/researching/projects
/

6. Information literacy frameworks in Higher
Education
InfoFest, Thu 4th May 2017
University of Kent, Canterbury
Dr Charles Inskip
c.inskip@ucl.ac.uk

7. Overview
• Definitions of IL, theories, models and frameworks
• Overview and discussion of various models
• Exercise

8. Information literacy…
• “… information literacy and lifelong learning are the
beacons of the Information Society, illuminating the
courses to development, prosperity and freedom.
Information Literacy lies at the core of lifelong
learning. It empowers people in all walks of life to
seek, evaluate, use and create information effectively
to achieve their personal, social, occupational and
educational goals. It is a basic human right in a digital
world and promotes social inclusion of all nations.”
(UNESCO, 2006)

9. Information literacy…
• “Knowing when and why you need information, where
to find it, and how to evaluate, use and communicate
it in an ethical manner.” (CILIP)
• “Information literate people will demonstrate an
awareness of how they gather, use, manage,
synthesise and create information and data in an
ethical manner and will have the information skills to
do so effectively.” (SCONUL)

10. Information literacy…
• “Information literacy is a continuum of skills,
behaviours, approaches and values that is so
deeply entwined with the uses of information as to
be a fundamental element of learning, scholarship
and research. It is the defining characteristic of the
discerning scholar, the informed and judicious
citizen, and the autonomous learner.” (ANCIL,
2011)

11. Information literacy…
• “the capabilities which fit someone for living,
learning and working in a digital society.” (JISC –
digital literacies)

12. Information literacy…
• “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.”
(ACRL)

13. Frameworks, models, theories
• Theory: idea which attempts to explain something -
“systematic ideational structure of broad scope, conceived
by the human imagination, that encompasses a family of
empirical (experiential) laws regarding regularities existing
in objects and events, both observed and posited.” –
Encyclopaedia Britannica, 1998)
• Model: “a deliberate simplification of something
complicated with the objective of making it more tractable
based on a theory” (Frigg & Hartmann, 2017)
• Framework: brings together information and ideas to guide
a consistent approach
Frigg, Roman and Hartmann, Stephan, "Models in Science", The Stanford Encyclopedia of Philosophy (Spring 2017 Edition), Edward N. Zalta (ed.),
https://plato.stanford.edu/archives/spr2017/entries/models-science/

14. DIKW
Frické, M. (2009). The knowledge pyramid: A
critique of the DIKW hierarchy. Journal of
Information Science, 35(2), 131-142.
Rowley, J. (2007). The wisdom hierarchy:
representations of the DIKW hierarchy. Journal
of Information Science, 33(2), 163-180
Wisdom
Knowledge
Information
Data

15. Kuhlthau – information seeking
http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/

16. Eisenberg / Berkowitz – Big Six
http://www.big6.com/

17. http://ecil2014.ilconf.org/wp-content/uploads/2014/11/Willer-Eisenberg.pdf

18. Big Blue
http://www.webarchive.org.uk/wayback/archive/20140615031940/http://www.jisc.ac.uk/media/documents/programmes/jos/bigbluefinal
report.pdf

19. SCONUL Seven Pillars
http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf

21. Can review the research process and compare and evaluate information and
data
Understands:
The information and data landscape of their learning/research context
Issues of quality, accuracy, relevance, bias, reputation and credibility relating to
information and data sources
How information is evaluated and published, to help inform personal evaluation
process
The importance of consistency in data collection
The importance of citation in their learning/research context
Is able to:
Distinguish between different information resources and the information they
provide
Choose suitable material on their search topic, using appropriate criteria
Assess the quality, accuracy, relevance, bias, reputation and credibility of the
information resources found
Assess the credibility of the data gathered

22. ACRL standards
http://www.slideshare.net/donnarosemary/i-found-it-on-facebook
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/standards.pdf

23. Standard Three
The information literate student evaluates information and its sources critically
and incorporates selected information into his or her knowledge base and value
system.
Performance Indicators:
1.The information literate student summarizes the main ideas to be extracted
from the information gathered.
Outcomes Include:
1. Reads the text and selects main ideas
2. Restates textual concepts in his/her own words and selects data
accurately
3. Identifies verbatim material that can be then appropriately quoted
1.The information literate student articulates and applies initial criteria for
evaluating both the information and its sources.
Outcomes Include:
1. Examines and compares information from various sources in order to
evaluate reliability, validity, accuracy, authority, timeliness, and point of
view or bias
2. Analyzes the structure and logic of supporting arguments or methods
3. Recognizes prejudice, deception, or manipulation
4. Recognizes the cultural, physical, or other context within which the

24. ANZIL framework
The Australian and New Zealand information literacy framework is based on four
overarching principles. These are, that information literate people
• engage in independent learning through constructing new meaning,
understanding and knowledge
• derive satisfaction and personal fulfillment from using information wisely
• individually and collectively search for and use information for decision making
and problem solving in order to address personal, professional and societal
issues
• demonstrate social responsibility through a commitment to lifelong learning and
community participation
http://www.caul.edu.au/content/upload/files/info-literacy/InfoLiteracyFramework.pdf

25. The information literate person critically evaluates information and the information
seeking process
Learning outcomes
The information literate person
3.1 assesses the usefulness and relevance of the information obtained
3.2 defines and applies criteria for evaluating information
3.3 reflects on the information seeking process and revises search strategies as necessary
3.1 assesses the usefulness and relevance of the information obtained • assesses the
quantity, quality, and relevance of the search results to determine whether alternative
information access tools or investigative methods should be utilised • identifies gaps in
the information retrieved and determines if the search strategy should be revised •
repeats the search using the revised strategy as necessary
3.2 defines and applies criteria for evaluating information • examines and compares
information from various sources to evaluate reliability, validity, accuracy, authority,
timeliness, and point of view or bias • analyses the structure and logic of supporting
arguments or methods • recognises and questions prejudice, deception, or manipulation

26. ANCIL
https://newcurriculum.wordpress.com/project-reports-and-outputs/

27. Strand 4 Mapping and evaluating the information landscape
Strand content Learning outcomes Example activities Example assessment
Identify trusted
source formats
Select appropriate
resources for your
assignment, and
other sources
Develop evaluative
criteria for
recognizing and
selecting
trustworthy sources
of academic quality
in your discipline
Students explore a
number of sources ‐
for instance real and
spoof websites (e.g.
http://www.dhmo.org
/) ‐ and consider how
they identify
trustworthy sources
Compare a subject
entry in Wikipedia
with an entry in a
non‐current
encyclopedia and
discuss their relative
value
Examine monographs,
journals, reports and
Devise a list of
criteria for assessing
trustworthiness and
credibility of source
formats Students
locate a book, a
journal article and
a website not on
their reading list and
consider in pairs the
relative value of what
they have found to
their assignment

28. ACRL IL framework for HE
• Authority Is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration
http://www.ala.org/acrl/standards/ilframework

29. Authority Is Constructed and Contextual
Information resources reflect their creators’ expertise and credibility, and are evaluated
based on the information need and the context in which the information will be used.
Authority is constructed in that various communities may recognize different types of
authority. It is contextual in that the information need may help to determine the level
of authority required.
Experts understand that authority is a type of influence recognized or exerted within a
community. Experts view authority with an attitude of informed skepticism and an
openness to new perspectives, additional voices, and changes in schools of thought.
Experts understand the need to determine the validity of the information created by
different authorities and to acknowledge biases that privilege some sources of authority
over others, especially in terms of others’ worldviews, gender, sexual orientation, and
cultural orientations. An understanding of this concept enables novice learners to
critically examine all evidence—be it a short blog post or a peer-reviewed conference
proceeding—and to ask relevant questions about origins, context, and suitability for the
current information need. Thus, novice learners come to respect the expertise that
authority represents while remaining skeptical of the systems that have elevated that
authority and the information created by it. Experts know how to seek authoritative
voices but also recognize that unlikely voices can be authoritative, depending on need.

30. JISC Seven elements of digital literacies
https://www.jisc.ac.uk/guides/developing-digital-literacies

31. JISC: the capabilities which fit someone for
living, learning and working in a digital
society
https://www.jisc.ac.uk/guides/developing-students-digital-literacy

32. http://www.qaa.ac.uk/en/Publications/Documents/HER-Themes-Guidance-15-16.pdf

33. Exercise
• The handout includes extracts from frameworks
which could be applied to a Fake News IL
session.
• Look at the Framework allocated to your group
and discuss how you could use those guidelines
in developing or evaluating a Fake News IL
session.
• A member of each group will report back