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Students Information Literacy Skills and Employability

The document discusses information literacy (IL) in academic and workplace contexts. It presents the 6 Swiss IL standards and analyzes case studies of IL implementation at the University of Geneva and Ecole hôtelière de Lausanne. While the university better prepares students, employers may undervalue IL skills. The author recommends strengthening IL education and establishing common baselines to improve students' autonomy and efficiency in the information society.

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Information Literacy•
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JEAN-PHILIPPE ACCART, EHL LIBRARY & ARCHIVES MANAGER “INFORMATION LITERACY (IL) IN THE ACADEMIC CONTEXT: IS THERE A GAP BETWEEN EMPLOYABILITY COMPETENCIES AND STUDENT INFORMATION LITERACY SKILLS?”
INVITATION TO A JOURNEY HTTPS://WWW.YOUTUBE.COM/USER/EHLPUBLICATIONS
© Ecole hôtelière de Lausanne 3 WHAT SHOWS THE MOVIE? • EMOTION FIRST; • STRONG INVOLVMENT OF THE PARENTS FOR THE FUTURE OF THEIR CHILDREN; • A WORDWILDE DIMENSION; • THE PARADISE IS IN SWITZERLAND AND AT EHL… • A LOT OF INTERACTIONS BETWEEN STUDENTS, TEACHERS AND THE JOB MARKET • BUT: where is the library?
FOREWORD : BACK 4 YEARS AGO LIBRARY AND IL VERSUS INDUSTRY / WORKPLACE / CEO – MANAGERS – DECISION MAKERS STUDENTS / IL / LEARNING / THEORY / APPLIED SCIENCES / CRITICAL THINKING TECHNOLOGY / INFORMATION / SOCIAL NETWORKS /
CONTENT METHODOLOGY AND OVERALL APPROACH 1. THE 6 SWISS STANDARDS FOR IL 2. IMPLEMENTATION OF IL : 2 CASES STUDY - THE FACULTY OF SCIENCES (UNIVERSITY OF GENEVA) - MAIN FOCUS ON THE ECOLE HOTELERE DE LAUSANNE 3. OBSERVATIONS AND RECOMMANDATIONS
© Ecole hôtelière de Lausanne • A personal reflection, a theoretical approach to the concept of information literacy as applied in Switzerland, and an illustration of the way in which information literacy is applied in both a university setting (at the University of Geneva) and an academic setting (at the Ecole hôtelière de Lausanne) including their strengths and weaknesses. • The methodology consists in comparing and contrasting theory and practice to reach a general conclusion that could be useful for other areas. 6 METHODOLOGY AND OVERALL APPROACH
Standard (S1) The information literate person recognises the need for information and determines the nature and extent of the information needed Standard (S2) The information literate person finds needed information effectively and efficiently Standard (S3) The information literate person critically evaluates information and the information seeking process. Standard (S4) The information literate person manages and shares information collected or generated Standard (S5) The information literate person applies prior and new information to accomplish a specific purpose. Standard (S6) The information literate person acts as a responsible member of the information society 1. Swiss Information Literacy Standards Need Retrieval Assessment Organisation Application Responsibility ECIL 2017 - cop. JP ACCART 7
© Ecole hôtelière de Lausanne INFORMATION LITERACY AT THE UNIVERSITYOF GENEVA 8 • Being a student at the University of Geneva, Faculty of Sciences • Applying information literacy criteria • Observing UNIGE students’ information uptake
EHL main programs Bachelor program Master of Science in Global Hospitality Business Executive MBA in Hospitality Administration MBA in Hospitality 4 years; - Preparatory year (hands-on experience on campus & internship) - 1st year focus on fundamental management - 2nd year further management focus & internship - 3rd year practical cases studies, elective courses & final dissertation or student business project 16-month full-time curriculum on 3 continents Campuses: EHL Lausanne, Hong Kong, Houston 11 months, full-time program Campus: EHL Lausanne Up to 36 month, 80% distance learning, 20% on EHL Campus Lausanne Certificates & advanced certificates Master Class in Culinary Arts Executive education Summer Academy ECIL 2017 - cop. JP ACCART 9
Bachelor program Information literacy coaching & sessions (30 min) stand alone on library online and on premises services - Library card & registration - Paper collection - Online collection - Library services (90 min) within a course standards mainly reviewed S1 S2 S3 understands the purpose and appropriateness of a variety of information Construct effective search strategie (60 min) within a marketing course & 45 min stand alone Focus on S4 S5 Demo and hands on research of market and consumer related data coaching (40 min) within a strategy course Focus on S5 S6 Integrate different sources of knowledge for elaborating a strategy assesment 4th 3rd2nd 1st ECIL 2017 - cop. JP ACCART 10
Bachelor program 6th Sem. 5th sem (BOSC5) 4th semester (BOSC4) 3rd semester (BOSC3) 2nd semester (BOSC2) 1st semester (BOSC1) 2nd semester (AP2) 1st semester (AP1) Information literacy coaching & sessions Year 3 Year 2 (BOSC6) Preparatory year Year 1 “Information literacy teaser” 5 min in a welcome session to remind students of our services 1st Information literacy coaching (30 min) stand alone on library online and on premises services 2nd Information literacy coaching (90 min) within the academic writing course 3rd Information literacy coaching (60 min) within a marketing course / plus 45 min stand alone 4th Information literacy coaching (40 min) within a strategy course
3. Observations (1) : EMPLOYABILITY AND IL SKILLS observations and recommandations Between these two settings there is a world of difference: • On the Swiss and global job market, EHL graduates are very likely to find a job with a minimum of IL skills; • The students of the University of Geneva have real information literacy skills that will serve them well throughout their career. Questions: *Are information literacy skills really a prerequisite for professional success?* *How much value do they have in employers’ eyes as the hiring process unfolds?* ECIL 2017 - cop. JP ACCART 12
3. Observations (2) : EFFICIENCY, TIME WASTE observations and recommandations • An employee’s information literacy skills are not recognized in his or her contract and are not mentioned as such in the want ads; • This oversight or misunderstanding on the part of decision-makers leads to an inefficient use of time when it comes to information management ; • Waste of time and energy is considerable without the right skills. • There are solutions to make up for these shortcomings, including psychological and organisational ones ECIL 2017 - cop. JP ACCART 13
Conclusion: a few recommendations for high schools and applied sciences field observations and recommandations • Clearly to develop information and digital literacy skills among young students or working adults as early as possible; • A common information literacy baseline should be established and relevant exams should be required at various stages of students’ academic careers; • Being able to search for and critically evaluate all types of information on one’s own should be a basic principle of any learning society; • The principle of autonomy and access to information in general should be universal -> see “IFLA Global Vision” ECIL 2017 - cop. JP ACCART 14
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THANK YOU FOR YOUR ATTENTION JEAN-PHILIPPE ACCART ECOLE HÔTELIÈRE DE LAUSANNE, LAUSANNE, SWITZERLAND HES-SO // UNIVERSITY OF APPLIED SCIENCES WESTERN SWITZERLAND JEAN-PHILIPPE.ACCART@EHL.CH