This statement identifies the guiding principles for information literacy at UWA Library, the rationale that lies behind these principles, and sets out some brief points that identify how these principles can be taken forward.
This strategic direction statement is intended as a whole-of-Library approach. It is important that librarians at UWA work collaboratively with each other and with academic staff to ensure UWA students develop appropriate information competencies. Such collaboration needs to take place across both Library divisions as staff in both Information Systems and Reader Services will be able to contribute to the achievement of this strategic direction.
Information Literacy Guiding Principles and Strategic Direction
The delivery of information literacy skills is available to all UWA students regardless of their mode of study, their location, or their discipline
Rationale: Information literacy needs to be available equitably to all students
The way forward:
- Make information literacy material available in a variety of formats suitable for face-to-face, remote or virtual delivery
- Create information literacy material that accommodates the information competencies required by students in different disciplines and at various levels in their learning
- Support the continuing professional development of Library staff to enable them to create innovative materials which meet a variety of learning needs and address competencies at various levels
- Promote the Library's information literacy program to Schools and Faculties to ensure all students have the opportunity to engage in developing information competencies
The information literacy program will be developed, utilised and adapted according to 'best practice' within the University, Australia and internationally
Rationale: As a research intensive university and member of the Group of 8 it is appropriate for the Library to strive for the highest quality programs
The way forward:
- Identify 'best practice' in the development of information literacy materials in a variety of formats
- Adopt 'best practice' across all existing UWA information literacy training
- All newly developed information literacy materials will reflect 'best practice'
- Actively contribute to the work of industry bodies in the field of information literacy e.g. ANZIIL
Information literacy activities will be sustainable
Rationale: A sustainable program ensures the effective and efficient delivery of services. It also ensures that Library staff can deliver the program to all UWA students
The way forward:
- Provide information literacy training for undergraduate students primarily online
- Develop and use re-usable learning objects for undergraduates and store these in the University's learning object repository
- Develop customised face-to-face training for honours and postgraduate students along with re-usable learning objects that will be stored in the University's learning object repository
- Adopt new technologies wherever they can assist in delivering services to clients
- Review the three IRIS programs and implement strategies to make IRIS more sustainable by sharing content
All information literacy training will be evaluated as part of a process of continual improvement
Rationale: Information literacy training is an iterative process. It is developed and continually refined based on feedback to best meet the needs of UWA students and their learning needs
The way forward:
- Identify appropriate evaluation methods
- Incorporate an evaluation method into all UWA information literacy training
- Implement a reporting mechanism to demonstrate the evaluation of information literacy programs and the actions adopted to improve the program
The development of the information literacy program will be guided by the ways in which students access and use information
Rationale: People have preferred learning styles and the information literacy program needs to recognise and accommodate this variation
The way forward:
- Library staff will participate in the e-learning professional development program in 2008
- Make information literacy material available in a variety of formats, suitable for face-to-face, remote or virtual delivery
A range of approaches will be used to accommodate variations in course structure and content differences across faculties and disciplines
Rationale: Variations in course content and structure require some tailoring in information literacy material to best meed the needs of students
The way forward:
- Collaborate with academic staff to ensure that information competencies are acquired in the context of real learning experiences and are embedded into course curricula wherever possible
- Adapt information literacy training to accommodate variations in the University's course structure
- Identify how the implementation of recommendations from the University Course Structure Review will impact on the Library's information literacy program