Challenges in building an incremental,  multi‐year information literacy plan

MacDonald, Mary; Rathemacher, Andrée; Burkhardt, Joanna

doi:10.1108/00907320010345123

Cited by 28 publications

(18 citation statements)

References 3 publications

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“…Significant examples include the landmark Information literacy blueprint for Griffith University, the institution-wide strategy presented as 'a curriculum-based initiative' at the University of South Australia and the plan developed by librarians at the University of Rhode Island, who then published a practical guide on the subject (Bruce, 1994;Burkhardt et al, 2005;George et al, 2001;MacDonald et al, 2000). British examples have emerged more recently (Boden & Holloway, 2005;Howard & Newton, 2005).…”

Section: Article In Pressmentioning

confidence: 95%

“…Library task forces, cross-service working parties and university-wide advisory groups have been used to plan and implement strategic developments (George et al, 2001;Hart et al, 2003;MacDonald et al, 2000). Several libraries have researched developments at other institutions and some have sought permission to use others' materials as a starting point for their own frameworks (Boden & Holloway, 2005;MacDonald et al, 2000;Stubbings & Franklin, 2006).…”

Section: Article In Pressmentioning

confidence: 98%

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Information literacy strategy development in higher education: An exploratory study

Corrall

2008

International Journal of Information Management

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Information literacy (IL) is recognised internationally as an essential competence for participation in education, employment and society. Communities and organisations need strategies to ensure their members are efficient and effective information users. An investigation of formal IL strategies in UK universities was initiated to examine their content and presentation. The study breaks new ground in undertaking an in-depth qualitative analysis of 10 institutional cases, evaluating IL practice from a strategic management perspective and discussing how corporate strategy concepts and models could increase effectiveness in this emerging area of professional practice. Its insights and suggestions contribute to the development of IL and related strategies at both conceptual and practical levels.The study found that all the strategies aimed to integrate IL into subject curricula by engaging stakeholders in collaborative partnerships. Common approaches included the adoption of professional standards and development of new methods of delivery, including e-learning. The majority of strategies covered IL of academic and other staff in addition to students. Most strategy documents provided extensive contextualisation, demonstrating the relevance of IL to corporate concerns; many included case studies of good practice. Few documents conformed to strategic planning norms: none provided mission or vision statements and several contained poorly specified objectives. The study concluded that corporate strategy tools, such as stakeholder mapping, portfolio analysis and customisation models, could strengthen IL strategies. Future research could test the use of such analytical techniques to advance IL strategies in higher education and other sectors. r

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Section: Article In Pressmentioning

confidence: 95%

Section: Article In Pressmentioning

confidence: 98%

Information literacy strategy development in higher education: An exploratory study

Corrall

2008

International Journal of Information Management

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“…While undoubtedly providing an opportunity for librarians to gain a degree of visibility within the curriculum, this type of arrangement does very little to actually shift the power balance in their favor. MacDonald, Rathemacher & Burkhardt (2000) capture this sense of dependency on academic interest in their description of the original library instruction program at Rhode Island University, which consisted primarily of "one-shot" sessions designed and delivered on demand: "This system of customized library instruction does not operate with an explicit plan or strategy. It depends almost entirely on individual faculty members taking the initiative to request sessions in the library" (p.241).…”

Section: Context: Academic Support As the Key To (Short-term) Successmentioning

confidence: 99%

Exploring Strategies for Integrated Information Literacy: From "Academic Champions" to Institution-Wide Change

McGuinness¹

2007

Comminfolit

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In this paper, the author critically reviews the strategies that have been adopted by librarians to secure academic support for curriculum-integrated information literacy (IL) instruction, and questions whether the popular approach of targeting individual academics offers a suitable foundation for the establishment of long-term IL programs. The paper suggests that librarians should instead align their IL objectives with the overall academic mission of their institutions and seek out the means to effect a more wideranging change in the academic culture, where IL is recognized as a core educational value. Several strategies are suggested by which this aim may be achieved.

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“…In other words, they assist them in becoming information literate. In recent years, many reports from different surveys all over the world reveal that most members of teaching faculty recognize the importance of information literacy education and the need to improve students' information literacy skills (Ivey, 1994;Leckie and Fullerton, 1999;Sinn, 2000;MacDonald et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

The necessity of information literacy education in a marketing department

Korobili

Tilikidou

2005

New Library World

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Purpose -To provide reliable data for the development of efficient information literacy education in a department of a higher educational institute in Thessaloniki, Greece. It requires in-depth understanding of the current situation as well as future expectations. Design/methodology/approach -Two research objectives were set. One was to record the use of resources by students and their perceptions, as well as the expectations of faculty regarding information literacy skills. The other was to examine the preferences of students and faculty regarding information literacy education. Two surveys were conducted among both students (cluster sampling) and faculty (census) by the utilization of relative structured questionnaire. Findings -The project reveals that the percentage of students who use the e-resources of the library is relatively low, and that the few students who attended the bibliographic instruction seminar use the e-resources more for the completion of their assignments. Also faculty were found to do very little in class to motivate students to use library sources for completing long research papers. With reference to students' and faculty's preferences concerning future information literacy education, it was indicated that the greatest percentage prefer instruction at user's request, and a course integrated into the curriculum. Focusing on a course integrated in the curriculum, it is suggested that it is provided at the first or second semester of their studies, to be developed on the basis of librarian/faculty cooperation and supported by demonstration of resources and/or hands-on workshops.Research limitations/implications -Further research is needed to fill the gaps left in understanding faculty attitudes toward information literacy. Also duplicating this survey in other departments of Technological Educational Institution could provide a picture of the kind of information literacy education a Greek institution should apply. Practical implications -This research implies the need for developing a course integrated into the curriculum tailored to the interests of the students, designed to develop critical thinking skills. It is suggested that this course should be provided at an appropriate time that would allow students to acknowledge its relevance to course content. A multimedia product is suggested as a handbook to this course. Originality/value -This research tries to fill a gap in the published literature which does not offer any surveys in Greek academic institutions about perceptions and practices of faculty and students regarding information literacy programs.

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Challenges in building an incremental, multi‐year information literacy plan

Cited by 28 publications

References 3 publications

Information literacy strategy development in higher education: An exploratory study

Information literacy strategy development in higher education: An exploratory study

Exploring Strategies for Integrated Information Literacy: From "Academic Champions" to Institution-Wide Change

The necessity of information literacy education in a marketing department

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