Achieving Information Literacy

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

5. Program for Staff

5.1 Objectives for staff achievement of information literacy

The objectives are to:

• Optimise staff skills so that they effectively utilise the rich electronic information environment which is available to them.
• Ensure that staff are given training and assistance in those skills which are largely specific to this University, and that staff are encouraged to maintain those skills which are required in almost all workplaces.
• Enable accredition to be given to those staff who require it.

5.2. Which information literacy competencies for ANU staff?

There appear to be four reasonably distinct requirements for staff.

5.2.1 In order to function at even a basic level in almost any workplace now, it is imperative that one can operate a desktop computer for the purpose of:

• Word processing
• Preparing basic spreadsheets
• Preparing simple presentations
• Using e-mail
• Browsing and searching the Web, and
• Managing electronic files and documents

5.2.2. As the volume of information accessible through electronic sources increases, a further set of skills, is needed. For example: what new sources of information are available to assist in research, teaching, learning or managing; how to develop an effective search strategy; and evaluate the information found. It is becoming important to develop new skills to access and publish in electronic journals. Increasingly, information is not free and so choosing cost effective sources also becomes important. Understanding copyright and intellectual property issues in the electronic environment is equally important.

5.2.3 Effective use of the University's administrative systems is very important. The University's investment in the Enterprise Solution Project will be supported by user training.

5.2.4 Staff who are responsible for preparing information content need competencies in information presentation, effective communication and publication strategies.

The competency sets being suggested involve the streams described above (5.2.1 - 5.2.4). These may be summarised as:

• Basic IT competencies
• Information access skills
• Use of University administrative systems, and
• Presentation and web publishing skills

Indicative competencies.

5.3 Assessment of competency

Recognition of existing competencies is a device for ensuring that where people have already obtained the skills and knowledge the University has determined are required, they are not asked to spend time duplicating those competencies. For the University it means that our training dollars are used where they are needed.

For the proposed IT competencies we would wish to use assessment methods which can quickly establish that the desired skills and knowledge do exist. It is proposed that this is done through the performance management process. The ILP should promote mechanisms to assist self-assessment and negotiation within the Performance Management process.

Where there is a difference between existing skills and knowledge and the desired competence, this will be addressed through a range of help services and training programs which reflect the different needs and learning styles of staff. As there will be some people who are not yet competent against any one of the agreed competence elements, a full suite of training (in various forms) for all elements of every competency will almost certainly need to be available. Training will recognise that Macintosh, Unix and IBM compatible platforms are in use at ANU, but will, wherever possible, be generic.

5.4 Strategies for achieving information literacy

• Identify, through consultation, the extent of information literacy training needs of staff, establish priorities and develop a program which targets areas of greatest need.
• Where appropriate, accredit staff and students for the information literacy skills they have.
• Introduce new staff to the ANU web site to ensure they are aware of information provided to assist them in their work.
• Provide a range of training and help opportunities - recognise the different styles of learning and learning requirements of the University community. This will include as a minimum:
  • On-line IT applications training modules
  • On-line Information Literacy modules
  • On-line recording in the HR system, of staff training completed, so that supervisors and the University can use the data in management appraisal and program planning.
  • Help services including: Library reference staff, IT staff, scholarly technology staff, virtual reference desk, web, telephone and email services.
  • Group training and individual help in new, standard and specialised applications.
  • Demonstrations of information resources – in a variety of locations.
  • Travelling Trainers to provide (mainly IT) training in areas of the University – to small groups and individuals – show what is possible. Assist with local projects. Trainers should have excellent communication skills.
  • Training program for local experts to provide on-site assistance in IT applications – complementary to 'travelling trainers' program.
  • Training program for Local IT Support Staff in technical applications.
• The Administrative Divisions are responsible for providing user training in their systems and the programs for this training should be incorporated into IT Literacy timetables and web pages so that staff have, in effect, a one-stop-shop for information about IT training opportunities.
• Integrate activities with other initiatives wherever possible to achieve economies of scale and integration of information literacy into work patterns.
• Undertake regular reviews of the ILP.

5.5 Sustainability

It is important that he Program results in a sustainable outcome for the University. It is therefore proposed that the following strategies be adopted:

By the Year 2002

• Local support structures be strengthened through the training of local 'experts' or mentors.
• Selection of new staff should take account of IT literacy, and where prospective staff claim proficiency they be asked to show some evidence of that competency.
• Incorporate assessment of Information Literacy competency in the Performance Management Process. Deans, Directors and Heads of areas to include staff Information Literacy competency as a reportable activity in annual reports to Council.
• Areas implementing new hardware or applications be required to provide staff with training to cover new software and operating systems in association with new hardware and software delivery.
• Areas to include a component for updating of IT and information literacy skills, in association with the introduction of new hardware or software, in annual budgets.

5.6 Promotion and Marketing

It is important to communicate the benefits of Information Literacy competency to Deans and Directors, Faculty staff, Business Officers, and middle management. Without their support the program will not have the necessary short-term impact, nor the long term sustainability. It is important that University managers recognise that information literacy is a basic skill required by their staff and encourage their staff to participate in information literacy programs.

It is equally important that staff are aware of the training, 'job aids' and help services being offered. Too often those who really need these services are unaware of them. A high quality, professional promotion campaign will be developed to ensure that the University community can take full advantage of the Information Literacy Program.