Promoting information literacy: perspectives from UK universities
| DOI | https://doi.org/10.1108/LHT-10-2016-0118 |
| Pages | 53-70 |
| Date | 20 March 2017 |
| Published date | 20 March 2017 |
| Author | Claire Ellis,Frances Johnson,Jennifer Rowley |
| Subject Matter | Library & information science,Librarianship/library management,Library technology,Information behaviour & retrieval,Information user studies,Metadata,Information & knowledge management,Information & communications technology,Internet |
Promoting information literacy:
perspectives from UK universities
Claire Ellis, Frances Johnson and Jennifer Rowley
Department of Languages, Information and Communications,
Manchester Metropolitan University, Manchester, UK
Abstract
Purpose –Academic libraries have sought to become the leaders in the provision of information literacy (IL).
The purpose of this paper is to identify to what extent IL is being promoted through institutional websites.
Design/methodology/approach –Data were collected from all UK university websites (n¼133) in early
2015 to identify the promotion of IL. Content analysis was used for the five categories: IL in the mission
statement, visions or strategic plan; IL model or framework; IL policy; IL assessment; and, IL training. Data
collection was limited to information in the public domain which could be accessed from individual websites,
which were searched and browsed systematically.
Findings –In total, 85.7 per cent of universities promote IL to some extent on their websites in at least one of
the five categories, however the degree of the information provided varied extensively. Less than 6 per cent of
universities promote IL at institutional level. Only 17.3 per cent refer to a model or framework, 15.8 per cent
show their IL policy and 9 per cent provide information on their assessment of students’IL skills. Information
on IL training is offered on 84.2 per cent of websites, the most common method being online tutorials,
although 52.6 per cent only offer training for one or two aspects of IL, primarily information seeking and
citing and referencing.
Originality/value –This paper provides up-to-date data concerning how universities in the UK promote IL
in the public domain via their websites. It should be of interest to academic librarians who are responsible for
IL provision.
Keywords Academic libraries, Library instruction, Information literacy, Strategic management,
Universities, Website promotion
Paper type Research paper
Introduction
Over recent decades, university libraries have sought to position themselves as the
providers of information literacy (IL) training (Chen and Lin, 2011; Webber and Johnston,
2006), in acknowledgement of the increasing need for students to learn how to search for,
evaluate and use information in their studies, and subsequently, in their working lives
(Shenton and Fitzgibbons, 2010). The profession has viewed IL as a key component of
digital literacy (Belshaw, 2011) and its role in promoting IL has been central to the relevance
of libraries and librarians in a digital age. Hence, an important question is the extent to
which university libraries visibly promote their IL programmes and other activities via the
main avenue through which student’s access library services and resources, the university
and university library website, given the finding from the Educause Center for Applied
Research that “88% of students use their institution’s website regularly”(2011, p. 5).
Over a decade ago, Corrall (2007) undertook a study that responded to the question:
“What evidence exists of a strategic commitment to IL?”She found that although there was
some evidence of engagement in seventy-five institutions, there were neglected areas,
specifically the lack of “explicit commitments to IL in formal mission statements”from
libraries. She also established that IL within strategic agendas was extremely weak and
representation was required particularly to “raise awareness, formalise strategies, mobilise
resources and advance plans for taking substantial steps towards the information literate
university”. It is timely to revisit and expand consideration of the extent to which academic
libraries engage in promoting IL to key constituencies, and through the important channels
of university and library websites.
Library Hi Tech
Vol. 35 No. 1, 2017
pp. 53-70
© Emerald PublishingLimited
0737-8831
DOI 10.1108/LHT-10-2016-0118
Received 31 October 2016
Accepted 29 November 2016
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0737-8831.htm
53
Promoting
information
literacy
The term IL was first defined as being able to find information (Zurkowski, 1974). Since
then many attempts have been made to elaborate on this simple definition of IL, all of which
highlight the critical evaluative skills involved in the process of finding and using
information. The Chartered Institute for Librarians and Information Professionals (CILIP)
define IL on their website as “knowing when and why you need information, where to find it,
and how to evaluate, use and communicate it in an ethical manner”. In addition to this
definition, CILIP detail a list of skills which are required for an individual to become
information literate.
Going beyond definitions, The Association of College and Research Libraries (ACRL)
produced the IL Competency Standards for Higher Education (HE) which were endorsed by
the American Association for HE (October 1999) and by the Council of Independent Colleges
(February 2004). These were implemented across America, with HE institutions responsible
for ensuring that their students are information literate and are able to transfer those skills
into the workplace and become lifelong learners. During the 15 years since the publication of
the Standards, academic librarians and HE institutions in America have developed tools and
resources which have allowed IL to be integrated into the curricula, and encouraged
librarians to look at their teaching and learning practices (Ariew, 2014). “The Standards
helped many institutions to re-think their mission, re-evaluate their programmes, and
communicate more clearly to academic faculty and administrators the value of IL
instruction. Because of the Standards, IL was not just a nice notion a few institutions and
experts embraced; it became an important movement in changing the paradigm for
academic libraries”(Ariew, 2014, p. 215). Due to a rapidly changing environment, The
Framework for IL for HE was adopted by the ACRL Board in January 2016 and the IL
Competency Standards were rescinded in June 2016, the belief being that “information
literacy as an educational reform movement will realise its potential only through a richer,
more complex set of core ideas”(American Library Association (ALA), 2016). The transition
for HE institutions to the Framework is currently in progress and is expected to be complete
by July 2017.
In the UK, the situation for implementation of IL instruction is different in that whilst
there exist several IL models, such as “The Seven Pillars”from the Society of College,
National and University Libraries (SCONUL), there is no one model that has been endorsed
to become the definitive standard that must be achieved by all HE institutions.
There is a significant body of work on the IL strategies and activities of academic
libraries, covering institutional commitment to IL (Bent et al., 2006; McKinney et al., 2011),
the use of models or frameworks, policies and assessment (Walsh, 2009; Stubbings and
Franklin, 2005), and the extent and nature of training (Bent et al., 2006; Madden, 2014).
However, most of these studies are based on one university. Exceptions are studies by the
Research Information Network (2008) and Corrall (2007). The Research Information
Network undertook a study called “Mind the skills gap: Information-handling training for
researchers”. Complementing this study, Corrall (2007) analysed key documents, including
mission statements, visions and strategic plans relating to IL on university websites.
Hence, acknowledging the potential importance of IL to the role and perceptions
of university libraries, this paper aims to contribute to knowledge regarding the promotion
of IL by UK universities. Specifically, in the context of university websites, it will:
(1) identify the level of university commitment to IL;
(2) explore the extent of reference to models, policies and assessment;
(3) profile the information provided on the nature and extent of training; and
(4) investigate the relationship between IL promotion and student satisfaction with the
library service.
54
LHT
35,1
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