A selection of sources highlighting the benefits of information literacy in a higher education context, and which you might use to support your discussions with academic schools, is given below:
The CILIP Information Literacy Group states that “in HE the primary purpose of information literacy interventions is to enable students to independently seek information and use it appropriately and conform to academic information norms”.
Meanwhile, the introduction to the American Association of College and Research Libraries Framework states that “students have a greater role and responsibility in creating new knowledge, in understanding the contours and the changing dynamics of the world of information, and in using information, data, and scholarship ethically. Teaching faculty have a greater responsibility in designing curricula and assignments that foster enhanced engagement with the core ideas about information and scholarship within their disciplines. Librarians have a greater responsibility in identifying core ideas within their own knowledge domain that can extend learning for students, in creating a new cohesive curriculum for information literacy, and in collaborating more extensively with faculty.”
Digital and information literacies underpin the process of learning to learn and support the transition from higher education to independent learning and the workplace, enabling us to harness new technologies to keep pace with current practice in our subject matter, education and research methods.
We will next look at initiating partnerships with academic staff.