International Standards

Information literacy standards are the core component of the policy. As stated in the introduction, at some instances, the standards have been adopted as they are, but effort has been made to adapt them to teaching of engineering courses at Busitema University's Faculty of Engineering.

E.1 Structure of the standards. The information literacy standards for becoming effective learners include three basic components: access, evaluation and use of information. These core goals are found in most of the standards created by library associations, such as the relevant contributions of AASL, ACRL, SCONUL and the Australian and New Zealand Institute for Information Literacy, followed by the work of other countries, like Mexico, and individual educators (Byerly/Brodie, 1999; Kuhlthau, as cited in Stripling, 1999). The IFLA information literacy standards are based on these international experiences and contributions, and are fully described in the bibliography at the end of the document. The standards are grouped under the three basic IL components as described by IFLA: Access, Evaluation, & Use.

  1. The user accesses information effectively and efficiently
  2. Definition and articulation of the information need
  • Defines or recognizes the need for information
  • Decides to do something to find the information
  • Express and defines the information need
  • Initiates the search process
  1. Location of information
  • Identifies and evaluates potential sources of information
  • Develops search strategies
  • Accesses the selected information sources
  • Selects and retrieves the located information
  1. The user evaluates information critically and competently
  2. Assessment of information
  • Analyzes, examines, and extracts information
  • Generalizes and interprets information
  • Selects and synthesizes information
  • Evaluates accuracy and relevance of the retrieved information
  1. Organization of information
  • Arranges and categorizes information
  • Groups and organizes the retrieved information
  • Determines which is the best and most useful information
  1. The user applies/uses information accurately and creatively
  2. Use of information
  • Finds new ways to communicate, present and use information
  • Applies the retrieved information
  • Learns or internalizes information as personal knowledge
  • Presents the information product
  1. Communication and ethical use of information
  • Understands ethical use of information
  • Respects the legal use of information
  • Communicates the learning product with acknowledgement of intellectual property
  • Uses the relevant acknowledgement style standards

E.2 Information literacy. In summary, information literacy is assumed to be the knowledge and skills necessary to correctly identify information needed to perform a specific task or solve a problem, cost-efficiently search for information, organize or reorganize it, interpret and analyze it once it is found and retrieved (e.g. downloaded), evaluate the accuracy and reliability of the information, including ethically acknowledging the sources from whence it was obtained, communicate and present the results of analyzing and interpreting it to others if necessary, and then utilize it for achieving actions and results.

Information literacy is also sometimes referred to as “critical thinking,” or “learning to learn,” and has been traditionally taught to engineering students at Busitema increasingly in standalone instruction sessions and at different education training contexts and settings.

E.3 Avoid taking skills and choices for granted. It must be stressed that having an information need does not necessarily translate into the motivation to want to find the information (Case, 2002; Ford, 2004; Wilson, 1999; and Hepworth, 2004). In Walton’s terms (personal communication, November, 2004), it is frequently assumed that individuals who locate information are rational human beings who will make the best choice – research indicates that this is not true. Furthermore, with particular reference to students, we should recognize the power that the reading list has over their choices. In addition, the other routes students use to locate information, such as between students themselves, sharing what they have found or already know, should also be emphasized. In fact, ‘constructivist’ approaches (particularly in the form of group work) whether face-to-face or virtual, encourage these types of exchanges and has been recognized in developing this policy.

E.4 Change strategies. Resistance to change is basic to human nature. Engineering librarians are cognizant to the obstacles to implementing IL programmes and thus should always plan to overcome them. According to Walton (personal communication, November, 2004), the major problem faced is that Engineering librarians are resource-based rather than curriculum-based with a strong emphasis on student-centered learning. In addition, Engineering librarians need to sufficiently understand what information literacy related activities are already taking place between lecturers and students so as to build on them when developing IL programmes. Peterson (1978) has the following recommendations for Engineering librarians:

  • Changes in methods of instruction are more difficult than changes in curriculum or administration
  • When a change requires lecturers to abandon an existing instructional practice, it is not likely to succeed
  • If retraining is required, success is threatened unless strong incentives are provided
  • Efforts to change curriculum by integrating or correlating the content are resisted and are especially at risk
  • The cost of change is a significant factor in determining the permanence of the change
  • When a change puts a strain on school personnel or requires a substantial investment in learning new facts and procedures, it is not likely to succeed
  • Minimal new behavior has more possibility of being accepted
  • Librarians need to take a larger share of the work to make things happen until faculty/teachers see the benefits of collaboration
  • Collaboration efforts should not be seen as difficult to achieve
  • Library collaboration should be viewed by teachers/faculty as essential to their success
  • The gains from change should be seen clearly by participants
  • Information professionals should be strong advocates for their programs