Achieving Information Literacy

Proposal to the University for an Information Literacy Program (July 2000)

2. Background

This program has been developed as part of the Information Plan for the University which is an important element of the University's Strategic Directions 1999-2001 Moving Forward paper (2432A/1998).

The Information Policy Working Party (IPWP) Report (656/1999) identified information literacy as a prerequisite for other key strategic initiatives such as: enhanced competitiveness, flexible delivery of courses, development of lifelong learning skills, wider use of new communication technologies, effective use of the web for publishing of scholarly and corporate information and enhancement of work and study techniques.

Many other universities, both within and outside Australia, have developed information literacy competencies in response to the demands of the information age. The IPWP report, and subsequent research, show that it is imperative that the ANU now does likewise.

Students have made it clear that they are attracted to universities which have high quality IT facilities. Help facilities such as the ANU's Chifley InfoPlace are valued by students.

The IPWP recommended the identification of a common set of information and IT competencies and provision of facilities and training to allow the campus community to achieve those competencies. This proposal has been prepared in response to that recommendation.

2.1 Process

The Pro Vice-Chancellor (Academic) established a Steering Committee and a Working Group to:

• recommend a common set of information and IT competencies;
• identify strategies to enable staff and students to:
  • quickly achieve these competencies; and
  • maintain these information skills into the future
• identify the funding required.

The proposal was submitted University Executive for endorsement and approval of ITSMP funding. (Note: Funding has been approved.)

2.2 Assumptions

In developing this proposal it is assumed that ANU programs will be implemented to ensure that:

• appropriate minimum set of 'information tools' (eg telephone, networked computer capable of running, and equipped with, standard applications, and printer access) is easily accessible to each member of staff and each postgraduate student;

• resources are made available, in parallel to this program, for educational (scholarly) technology and flexible delivery. The information literacy program underpins future development in this area;

• continuation of existing leading edge provision of computing facilities for undergraduate students.

2.3 Existing Provision

The University has a number of programs under way which go some way towards raising the level of information literacy of staff and students. For example, the University Library runs a number of relevant programs including the successful undergraduate program run by the Law Library in association with the Law Faculty; HUGO (Help for Undergraduates and Graduates Online); and the ITA Art Library information literacy program. FEIT runs an introduction to IT course (COMP1900), and several units incorporate IT or information literacy in the curriculum.

The experience within the areas which offer these programs provides the basis for moving forward on a number of fronts. The challenge is to develop an agreed set of information competencies, to improve services related to information literacy, accelerate the pace of learning/training and to put energy and resources into working towards a common goal.

2.4 Management

To implement this program, the Division of Information has established a group to coordinate, develop, and promote the Information Literacy Program.

There is also a need to be appoint staff trainers to boost IT and information literacy training over the next few years. Contract trainers should complement these staff. This combination of internal and external trainers will provide flexibility and continuity.

The Information Literacy Program staff will keep themselves informed of resources within and outside of the University, add value to current initiatives, develop new services and programs and have access to central funds to effect a cultural change in the way the University community uses information and information technologies.

The ILP will have a small core of staff dedicated to the Program. The ILP will need to draw on the resources of, and work closely with, Schools and Faculties, the Library, Scholarly Technology Services, and the Study Skills unit on student programs, as well as the Human Resources Division, which is responsible for staff policy, development and training, CEDAM, which is responsible for academic staff development, and IT Services which is responsible for the information infrastructure.

The Program should also work closely with those responsible for other major staff initiatives, such as the ESP Project, to ensure that the timing and content of programs is coordinated with other major projects.

The ILP leader should organise regular planning meetings with relevant staff from across the University and keep abreast of information literacy developments, particularly in the higher education and secondary sectors.

Train-the trainer programs should be provided to those staff who are required to contribute to information literacy programs.