QUT Information Literacy Framework
"Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning." (American Library Association, 2016)
QUT Library and information literacy
QUT Library provides leadership in developing and fostering essential information literacy knowledge and skills within the QUT community.
The Information Literacy Framework guides the design of curriculum development, which enables individuals to develop skills for lifelong learning.
QUT Library seeks to:
- Promote information literacy as a key competency for employability and lifelong learning
- advise on information literacy learning and teaching strategies to embed information literacy into curricula
- provide high quality information literacy learning resources and services, informed by current theory and practice.
Information literacy for Educators
Information literacy for Learners
Objectives
To ensure the inclusion and integration of information literacy into course curricula, QUT Library aims to support and/or provide:
- Resource-based learning experiences
- evidence-based student-centred teaching methods including, inquiry learning
- learning experiences which accommodate multiple learning styles and respect cultural and social diversity
- opportunities for self-directed learning and the development of critical thinking
- integration of assessment strategies which align with the educational goals of the University
- scaffolded student development of concepts and skills within a course of study
- transferability of skills across and beyond subject disciplines.
Attributes
QUT Library acknowledges information literacy capabilities as those which demonstrate information fluency and form a foundation for lifelong learning. Therefore, at any one time, an individual's information knowledge, skills and understanding may be typically represented by the following complementary categories of attributes:
| Behavioural Those characteristics which model a structured information process, as articulated by a core set of demonstrable and measurable skills, where the individual is able to: |
Relational Those characteristics of information knowledge and application which reflect an individual's own conception and experience of information, where the individual: |
|---|---|
| recognise an information need and be able to define the need | has developed an information style |
| determine the questions posed by the need | uses information technology and systems |
| identify the information necessary to address the need and/or answer the questions | has values which promote information use |
| find the information | has knowledge of the world of information |
| evaluate the information | approaches information critically |
| organise the information | implements information processes |
| synthesis the information into a solution or answer | |
| communicate the information to others |
(Adapted from Bruce, C. 1995)
Bruce, C. (1995) Information literacy: a framework for higher education. The Australian Library Journal, 44(3), 158-170. https://doi.org/10.1080/00049670.1995.10755718
Standards
QUT Library adopted the standards from Australian and New Zealand Information Literacy Framework: principles, standards and practice (PDF, 388KB) as the basis for information literacy learning and teaching initiatives and Information Literacy Program. These are a shared benchmark of indicators for evaluation and assessment across Australia and New Zealand higher education institutions.
