Bill Johnston

Conceptions of information literacy: new perspectives and implications

The authors identify some key definitions of ‘information literacy’ and initiatives concerned with imparting information literacy skills. They identify limitations in taking an approach to information literacy which assumes that it can be boiled down to a list of skills. Alternative conceptions of information literacy are described. Previous research has identified a lack of information on how students experience and define information literacy. The authors describe the student response to a one-semester credit-bearing class in information literacy, taken by business students at the University of Strathclyde, and relate it to two models of information literacy. They go on to discuss two issues in the light of previous developments and their own research: appropriate pedagogic methods for educating for information literacy and information literacy as a discipline in its own right. They conclude by identifying further areas for research and by recommending that information scientists should lead the way in defining this growing area.

The role of LIS faculty in the information literate university: taking over the academy?

This paper aims to identify potential roles for Library and Information Science (LIS) faculty in an information literate University (ILU). The authors note the pressures on universities for change, and the debates and issues arising from these pressures. They define Information Literacy (IL) and present their concept of the ILU. Two case studies in curriculum development are outlined. The first describes development of compulsory Integrative Studies classes in the Strathclyde University’s Business School. These are taught by a cross‐disciplinary team, and they represent a rethinking of the course curriculum. The second case study, of the IL class at Strathclyde University, provides an example of experimenting with a holistic IL curriculum. Building on this, the authors propose possible roles for LIS faculty within the ILU. The paper concludes by suggesting that LIS faculty have some way to progress in fulfilling all their potential roles.

Thinking on Your Feet in Undergraduate Computer Science: a constructivist approach to developing and assessing critical thinking

Abstract The project discussed here aimed to develop students critical thinking about computer science by applying research on student learning to the design of teaching method and assessment. A complementary aim was to develop student confidence and competence in group discussion and oral presentation. Interactions between student learning strategy and lecturer teaching strategy are analysed to establish teaching and assessment practices suited to overcoming the student tendency to concentrate on examination requirements to the detriment of their critical thinking abilities. The project took the form of design and delivery of a one‐semester credit bearing undergraduate module where assessment of student performance was by oral examination only. Course design features discussed are: course design as educational development; lecturers as models of critical thinking; student tutorial discussion and oral presentation; lecturer/student feedback and collaboration; oral examination of student performance. The ...

Transforming Information Literacy for Higher Education in the 21st Century: A Lifelong Learning Approach

In this chapter, we propose an educational framework to position Information Literacy (IL) and Higher Education (HE) in relation to Lifelong Learning (LLL): comprehensive enough to make sense of, and give educational direction to, future development of people in information literate populations. We identify crucial changes in the HE environment, particularly in the United Kingdom; analyse the concept of IL as a discipline, and situate the IL person in the changing information culture and society. In doing this we draw on our own work and that of Schuller and Watson (2009). We propose a curriculum for an information literate lifecourse, sensitive to the context of the individual within a changing information culture. The curriculum is framed, on the one hand, by the nature of the information economy, technology, organisational culture, local/national culture and society, and personal goals. It is also framed by the life stage of the individual, using the four key stages and transitional points proposed by Schuller and Watson (2009). Academics and librarians have a key role in designing and facilitating these IL capabilities for the 21st century citizen.

Information literacy: conceptions, context and the formation of a discipline

In this article the authors argue that progress in the development of information literacy (IL) has been hindered by tendencies such as: denying that information literacy is even a subject, paying exclusive attention to forces outside the discipline and forming information literacy silos. The authors start by reflecting on formative developments in information literacy outside North America in the late 1990s-early 2000s, and noting that IL has not evolved from that period as much as one might expect. They identify hindrances to information literacy’s formation as a discipline, and relate their discussion to changing notions of disciplinarity. The authors present ‘Information Literacy in the lifecourse’ as an example focus which could stimulate engagement from researchers and practitioners who are currently situated in different information literacy silos. They conclude that taking a disciplinary and lifecourse approach to information literacy would open up opportunities for working in a collegiate way, both within the information literacy community and with those outside it, and provide a more robust foundation for influencing policy.

Quality Assessment, Student Need, and Pastoral Care at the University of Strathclyde

For young people moving from school to higher education, the continued provision of high quality pastoral care should be an important consideration. However, though all institutions provide some sort of service, its quality can vary significantly. Even where provision has been good, it has normally been seen as a ‘bolt‐on’ extra, rather than something central to the student’s experience. At the University of Strathclyde, a key element in the creation of a more effective and integrated approach has been the development of the personal tutor role into that of the more clearly defined and structured one of Academic Counsellor.

Information Literacy in Adult Returner Students: The Pre-Entry Class Case Study

We describe a case study in which we interviewed 20 adult returner students who were engaged in a university access course designed to assist mature students to return to full-time academic study after a period of employment away from full-time education. Among the questions asked was one concerning how the students went about obtaining information to support their general studying. Their responses were qualitatively analysed and various interesting themes emerged, such as trust (textbooks were regarded as inherently more trustworthy than websites), study skills and techniques, and transformation. We argue that our mature sample of beginning students is more typical of the general population than are samples of school-leaver undergraduates, and shed some light on information literacy concerns that members of the public at large are likely to share.

Epistemological Thinking, Metacognition and Their Relation to Critical Thinking and Information Literacy

This chapter reviews the psychological literature on epistemological thinking and metacognition, and relates both of these to critical thinking and information literacy. The implications for critical thinking and information literacy of different types of epistemological positions (absolutist, multiplist and relativist/evaluativist) are explored. We also draw upon the work of Tanner (2012) , which is aimed at promoting the development of metacognition in biology students, to make some suggestions regarding how to improve information literacy using the kinds of prompting which Tanner advocates.

Student Learning and Information Literacy

This chapter reviews literature on student learning, and in particular the currently dominant ‘constructivist’ theory of learning, and also study skills advice given to students, and relates these to the learning of information literacy skills. The fundamental assumption of constructivist theory is that students construct knowledge for themselves, rather than having it, as it were, transmitted to them by a teacher. The pedagogical problem that ensues is finding ways to help learners to construct their knowledge in a way that challenges any unhelpful pre-existing ‘prior conceptions’ and firmly establishes the required new knowledge. Constructivist theorists advocate active learning activities, and accordingly we review research literature that demonstrates that structured peer-based group interactions can be particularly helpful to learning, and discuss the implications of this work for the learning of information literacy concepts and skills.

Critical Thinking and Information Literacy

This chapter examines the phenomenon of critical thinking, considers its relevance to information literacy, and discusses possible pedagogical strategies by means of which the teaching of these two might best be integrated. The various distinctions regarding critical thinking within the psychological literature (Is it a general capability, or instead tied to particular domains of knowledge? How is it best taught? and so on). We conclude that critical thinking is an essential element of information literacy and argue that both should be taught in tandem in course structures that extend over a period of weeks rather than in ‘one-shot slots’.