Resourcing the Information Literacy Space

Authors

  • Angela Feekery Massey University
  • Lisa Emerson Massey University

DOI:

https://doi.org/10.7557/5.5376

Abstract

Teachers and students are important stakeholders in the information literacy (IL) space. Yet, talking about IL beyond the library can be like speaking a foreign language or engaging with a narrow ‘research skills’ focus. Our project explored what the information literacy space we inhabit looks like and sought ways to develop a common language. We see this space as capturing the unique contribution libraries and librarians, disciplines and teachers, digital information ecosystems and tools, and institutional learning contexts have on creating capable, critical, information literate learners.

As part of this project, we define IL as involving the processes, strategies, skills, competencies, expertise and ways of thinking which enable individuals to engage with information to learn across a range of platforms (both digital and traditional learning environments), to transform the known, and discover the unknown.

In this presentation, I will share three key resources developed to extend the IL conversation into secondary school and tertiary sector classrooms and libraries within this project:  

  • The Feekery Information Literacy Model – This model captures different literacies underpinned by IL within cross-sector learning contexts. It is designed to foster a shared understanding of IL. 
  • The ‘Are You Ready’ Self-awareness Rubric - This tool enables students to self-assess their readiness for tertiary study, teachers to develop appropriate resources and curricula, and researchers to measure the success of teachers’ literacy strategies in terms of student learning.
  • The Rauru Whakarare Evaluation Framework – An evaluation approach using indigenous knowledge to critique and engage deeply with information. It supports teachers, students and librarians to explore information quality and its contribution to learning. 

I will share insights into the resources’ development, their use during our collaborative partnership project, and insights about how these resources supported teachers, librarians, and students to actively engage in the information literacy space. 

Published

2020-03-04

Issue

No. 3 (2020): Creating Knowledge X

Section

Presentations

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).