The Information Literacy Framework (ILF) highlights the potential for collaboration between academic staff and the Library to create information literacy learning opportunities for students.
Consider these four frames as the scaffolding that will support the development of information literacy skills
Embark & Clarify: Recognise the need for information and the nature and extent of what information is needed
|
Level 1 Initiation (foundation to 1st year) |
Level 2 Development (2nd to 4th year) |
Level 3 Semi-independent (honours & postgraduate) |
Level 4 Independent (higher degree by research) |
|
. Identify key sources of information in the subject area. . Describe key characteristics of different information types (e.g., digital, print, primary/secondary, scholarly). . Identify basic digital tools for the creation and sharing of knowledge. . Source support from the relevant staff member (e.g., Librarian, Student Success, Studiosity). |
. Demonstrated knowledge of a range of key sources of information in the subject area. . Determine appropriate uses for different types of information. . Demonstrate the ability to independently select appropriate resources for a task. . Apply digital tools for the creation and sharing of knowledge in a specific subject area. |
. Search across a wide range of sources appropriate to the discipline. . Demonstrate independent selection of a range of appropriate resources for a task. . Apply a systematic approach to keeping up to date with current, relevant information in a discipline area. . Evaluate and apply suitable digital tools for the creation and sharing of knowledge in a range of subject areas. |
. Assess the scope of information required and make informed, accurate selections from a range of information sources. . Identify the ways research information is generated, disseminated and developed over time. . Demonstrate a critical and systematic approach to keep current with the literature and research trends using the most appropriate tools and resources . Select suitable digital tools for specific research purposes. |
Find & Collect: Find and collect needed information or data using appropriate techniques.
|
Level 1 Initiation (foundation to 1st year) |
Level 2 Development (2nd to 4th year) |
Level 3 Semi-independent (honours & postgraduate) |
Level 4 Independent (higher degree by research) |
|
. Identify the ‘knowledge gap’ and the information needed to fill it, for a subject-related topic. . Demonstrate the ability to analyse a topic and plan and adapt a search (e.g., broadening/narrowing, adding/removing/modifying keywords). . Plan and carry out a search in FiNDit on a predefined topic. . Find a journal article or book from a reference. |
. Identify the scope and types of information needed to address a particular subject or question. . Independently and successfully carry out a search within a single database. . Recognise common database search features. . Demonstrate the ability to use a range of search strategies (e.g., truncation, phrase searching, date limits, combining search terms, sorting, saving, exporting) within a single database and to interpret results. |
. Identify and frame problems or research questions and select appropriate information to address these. . Successfully and independently identify and employ strategies for finding information needed, across a range of sources, e.g., Citation tracking. . Systematically source and review discipline-specific literature. . Maintain a record of saved searches in different databases. |
. Apply an advanced understanding of the way databases work (e.g., fields, subject headings indexing) in order to improve searches. . Demonstrate the ability to search fluently across a comprehensive range of information sources in any medium, including specialised information (e.g., archives, data sets, special collections, colleagues and contacts in research networks). . Independently conduct a thorough literature search, or systematic review, in a specific subject area, making effective use of advanced search techniques. . Formally document datasets and search outputs employed. |
Evaluate & Reflect: Organise information and data to communicate patterns and themes and manage research processes.
|
Level 1 Initiation (foundation to 1st year) |
Level 2 Development (2nd to 4th year) |
Level 3 Semi-independent (honours & postgraduate) |
Level 4 Independent (higher degree by research) |
|
. Apply appropriate quality criteria to evaluate given information and carry out initial filtering of search results. . Articulate critical reflections on the value of selected sources of information (e.g., contribute to a tutorial discussion). . Recognise importance of supporting arguments with quality, scholarly sources that are accurate and relevant. . Active reading of sources to quickly determine suitability. |
. Identify and apply appropriate quality criteria to effectively evaluate a range of resources. . Use appropriate criteria to filter search results to focus on the most relevant information. . Critically consider own and others’ findings and contribute useful feedback. |
. Use appropriate quality criteria to critically evaluate information from any source. . Use appropriate quality criteria to filter results from a search output. . Use active reading skills to focus on and highlight the most relevant information within documents. . Engage in critical appraisal of own and others’ findings and processes of discovery. |
. Critically appraise own work and that of others, undertaking action research, making refinements, evaluating the reliability and currency of evidence and making judgements on reliability, validity and processes of discovery. . Critically evaluate the scope of a research question and apply relevant criteria to filter large quantities of information. Apply critical criteria to the evaluation of unfamiliar resources. . Identify the advantages and disadvantages of publishing options (e.g., peer review practices, open access publishing). |
Evaluate & Reflect: Organise information and data to communicate patterns and themes and manage research processes.
|
Level 1 Initiation (foundation to 1st year) |
Level 2 Development (2nd to 4th year) |
Level 3 Semi-independent (honours & postgraduate) |
Level 4 Independent (higher degree by research) |
|
. Explain what is meant by academic integrity. . Articulate the rationale for referencing and recognise that references can be created in different styles. . Demonstrate the ability to accurately capture the bibliographic information needed to create a reference. . Produce an accurate list of references for commonly used sources using the appropriate style. . Adhere to the style and formatting guidelines relevant to the discipline when communicating your work in writing. . Identify stylistic aspects of writing for different purposes. . Recognise the concept of a ‘digital footprint’ and demonstrate appropriate behaviour in various online contexts. . Recognise the benefits of multimedia formats to communicate information relevant to the study context. . Use the Saved Search function in FiNDit |
. Accurately capture various types of bibliographic information needed for referencing. . Use established practices to avoid plagiarism and maintain academic integrity (e.g., quoting, paraphrasing, summarising, referencing). . Recognise the various systems available for managing references (e.g., RefWorks, EndNote). . Demonstrate the ability to select appropriate sources to produce in-text and end-text citations. . Demonstrate the ability to write for different audiences and purposes. . Identify principles of legal and ethical behaviour in various online informationsharing contexts and apply them in the relevant discipline. . Create and publish content in multimedia formats to communicate discipline-specific information. |
. Demonstrate accurate and appropriate referencing. . Differentiate between types of licensed material, e.g., Creative Commons and copyright. . Distinguish between different tools and techniques for managing, exporting, organising and constructing references; select and use as appropriate for a specific task. . Engage in appropriate and effective communication in a variety of contexts and using a variety of tools (e.g., research networks, blogging, online forums, conference presentations). . Identify principles of legal and ethical behaviour in online information-sharing contexts and apply them in relevant professional settings. . Select and employ suitable multimedia formats to create and publish content for a variety of audiences and purposes. |
. Apply a suitable method for managing a large volume of information and/or data. . Utilise a suitable bibliographic management tool to construct a bibliography referencing a large range of materials. . Synthesize information from diverse sources on a complex subject (e.g., literature review, systematic reviews, government reports). . Identify the most effective research outputs (e.g., journal articles, conference proceedings, policy documents) to optimise impact. . Identify the ethical and legal requirements governing the use and re-use of information and identify sources of relevant advice. . Distinguish between platforms for publishing digital content, including data, and recognise the difference between formal publication and information exchange. . Critically evaluate and apply a suitable mix of multimedia formats to enhance communication, optimize the impact of research outputs and share research data. . Explore the value of professional interactions through engagement in online communities or subject groups using multiple technologies. |