NATIONAL INFORMATION LITERACY SURVEY
Conclusions
and recommendations Many institutions have not
adopted the term “information literacy” yet use a different
name for the same concept. To obtain a better picture of an institutions
definition of information literacy the following question was asked: “When
defining information literacy at your institution, what are the three
most important elements that you include in the definition?” It
was evident that most respondents were familiar with the Information
literacy Competency Standards for Higher Education as they referred to
them in their definition. Focusing on finding or accessing information
was important in the definition of 18% of the respondents. Fully 28%
either quoted Standard Three: The information literate student evaluates
information and its sources critically or mentioned critical thinking
and evaluation. Another 9% mentioned computer literacy or use of technology
and 9% again mentioned defining the need for information (determines
nature and extent of information needed). Other definitions include wording
such as “course integrated or related” “integrated into
the learning process” or “student centered with focus on active
learning.”
The survey results clearly show that a fairly uniform set of standards for
information literacy are widely accepted by higher education institutions of
all types. There is a desire to make sure that students gain skills that meet
these standards. Asked if the institution had used the Information literacy
Competency Standards for Higher Education the responses show that although
adopted by ACRL in January 2000, they are already being widely distributed.
Most respondents state that they are using the Standards within the library
or that individuals are using the Standards but that the institution has not
implemented them. Many of the responses were followed with comments about the
librarian efforts to disseminate information throughout the campus. In fact
this can be seen in the wide response to the question regarding group discussion
of information literacy on campus.
It is very difficult to develop a program if you face a situation as noted
by one survey participant, “Information literacy is viewed as "remedial
skills" by faculty. Institution is unwilling to "mandate" this
kind of curricular change.” Or another “Faculty (and administration)
acknowledge the need for it, but say they cannot add another requirement because
they do not have time to teach what they should now.” The data shows however
that there is a variety of groups discussing information literacy while implementation
is stronger within the Library and in Curriculum Committees.
Many campuses are including information literacy in a variety of ways. Of the
respondents 26% noted using at least 2 of these methods and 29% included 3
of the 4 methods. We can see that some institutions are experiencing success.
Some respondents sum it up for us: “Information & Technology Competency
(as it is called here) is one of five campus-wide student learning outcomes.” Another
respondent states: “Information skills are part of the college's culture.
Students and faculty skill levels have increased significantly since the program
began." These responses demonstrate the range of success for librarians
developing information literacy programs.
The survey asked questions about information literacy requirements. One asked
respondents if their institutions had a formal charge that mandated the teaching
of information literacy. Only 99 institutions had a formal charge. The following
questions asked, “Does your institution have a specific information literacy
requirement?” Only 123 institutions stated that they had a specific requirement.
The formal charge may be the first step in developing a requirement or a requirement
may not be the path followed but rather a general infusion in the curriculum
may be the final goal.
The survey clearly shows that there is general dissatisfaction with the way
in which programs have been implemented up to this point. A third question
asked, “How long has this requirement been in existence?” Of the
respondents to this question 48% (64 institutions) had programs that had been
in existence 3 years or less. Another 29% had programs dating between 4 and
7 years. Only about 80 of the 664 respondents
have a formal program in place with a method for assessing student performance.
Among the institutions who accept some information literacy standards,
most nevertheless have no program implemented, or only a minimal program.
Yet numerous respondents stated that a program was being developed or
was at the very least, in discussion at the library level. |
