Developing Information Literacy within a Disciplinary Context.

Angela Feekery, Massey University - Recipient of AKO Aotearoa PHD Scholarship, 2009. 

What is it about?

The term ‘Information literacy’ has been the focus of considerable debate since the 1970s, particularly over its meaning, application, and place within the universities. Throughout the 80s and 90s attempts were made to define the term and to create models by which the associated skills could be assessed. However, these models and definitions were criticised for being too skills-focused, and by the mid-90s, more holistic views of information literacy began to appear.

Today the debate continues over who should teach information literacy and how it should be taught.  Marshall (2005 in Moore, 2005, p.7) identifies the false presumption that tertiary students will acquire the necessary information literacy skills themselves.  Students need “repeated opportunities for seeking, evaluating, managing and applying information gathered from multiple sources and obtained from discipline specific research methods” (Bundy, 2004, p.6). Thus, many observers promote collaboration between library and faculty to ensure that information literacy is spread throughout the courses and consistently reinforced throughout the full degree course.

The technical skills of web searching are often taught separately from academic tradition or left entirely unaddressed. Thus, while technological advancements are making the access to information even broader, confidence in using technology does not seem to translate into knowing how to use that knowledge to learn effectively. (Kennedy, Cole & Carter, 1999; Dalgleish & Hall, 2000; MacDonald & Dunkelberger, 1998; Macklin, 2001).

Why is it important?

It seems that current students want immediate search results, and often go solely to the internet for information, thereby missing out on valuable contributions to their research topic. Furthermore, because many sources are accessed via Google, rather than via the library web-site or databases, students are no longer getting their materials from reputable sources (Thompson, 2003),

Two key aspects of information literacy are:

Information-seeking behaviours - While the library introductions to finding sources are criticised, it is important for students to have this broad introduction to resources are available to them, but this must be followed up regularly in the classroom.  Taking what the library teaches into the context of the discipline is a good way to ensure that the practical information seeking behaviours are further developed and the evaluation of the information found can take place within the specific disciplinary context under the guidance of the instructor.

Evaluation of sources - The evaluative skill of information literacy is also important to teach students to be selective, and to analyse and determine the true value of their search results. Making students think more about their sources and how they connect to the overall discussions taking place in the literature and the classroom, may help improve the quality of student writing.

These two aspects of information literacy rely strongly on understanding the academic conventions of the discipline being studied.

How will the session be run?

The session will be a small-group discussion. Groups will be asked to:

·       Identify and discuss observed problem areas with information literacy and assessments in courses.

·       Brainstorm and reflect on ways that instructors can promote and integrate the development of information literacy in the classroom.

Angela Feekery, MA (Japanese Sociology), Dip TJFL, Massey University;  Dip TESOL, Trinity College of London.

After working for 9 years at IPC in Palmerston North, I made the shift to Massey in March 09.  While my background in teaching has been mainly ESOL and Japanese History, I became co-ordinator for IPC Final Research Projects and a tutor on the Centre for University Preparation course at Massey in 2007-08. Through these courses, I became very interested in learning more about English L1 learners and the difficulties they face in writing in the university. In August, 2009, I was very fortunate to receive an AKO Aotearoa PHD Scholarship to study 'Integrating Information Literacy and the Development of Voice in Writing at the NZ Tertiary Context'.  My supervisors for this project are Asscoiate Professor Lisa Emerson and Dr Sharon Stevens.  This session is based on my first literature review on information literacy and academic voice in writing.  I am very interested to discuss this with participants at the conference before I move into the next phase of my research and begin to work with a (yet-to-be-determined) school to facilitate ways of integrating information literacy and developing voice in writing within a displinary context.