Presentation by Sheila Corrall to the Network of Government Library and Information Specialists (NGLIS) Conference in London on 3 June 2009. Explains the concept of Information Literacy and discusses the development of information literacy strategies in the Higher Education sector, drawing on research and practice at the University of Sheffield. Examines the situation in the Government sector, providing examples of initiatives taken by library and information professionals. Concludes with practical steps towards developing an information literacy strategy.

1. Exploring the Development of
Information Literacy Strategies
Professor Sheila Corrall
Centre for Information Literacy Research

2. Presentation outline
• The concept and context of information literacy
• Developments in the higher education sector
− Research findings and university case study
• Application to the government sector
− Research findings and practical action steps
• IL networks and CPD opportunities
• References and readings
© The University of Sheffield / Department of Information Studies

3. Information Literacy
The original definition (1979)
‘People trained in the application of information
resources to their work can be called information
literates. They have learned techniques and skills
for utilising the wide range of information tools as
well as primary sources in molding information-
solutions to their problems.’
Paul Zurkowski, President, Information Industry Association
(in Eisenberg et al., 2004: 3)
© The University of Sheffield / Department of Information Studies

4. Information Literacy
A plain English definition
‘Information literacy is knowing when and why
you need information, where to find it and how to
evaluate, use and communicate it in an ethical
manner.’
Chartered Institute of Library & Information
Professionals (CILIP, 2004)
© The University of Sheffield / Department of Information Studies

5. The information problem
• Easy access to vast quantities of information via
search engines, Internet directories, portals, etc
• False confidence of many Internet users in their
ability to find the information that they need
• Information behaviour often characterised by
shallow searches, uncritical selection and misuse
• Poor understanding of information management
as a discipline, specialism and profession
© The University of Sheffield / Department of Information Studies

6. Positive developments
• Collective efforts of (academic) librarians have
raised awareness, produced useful tools and
moved the IL debate onto a strategic level
− many universities now have formal policies/strategies
− UNESCO has asserted the critical role of IL in
personal, economic, social and cultural development
• Strong vibrant community of practitioners willing
to advise and help newcomers to the field
© The University of Sheffield / Department of Information Studies

7. Key features of university IL strategies
• Separate documents taking many different forms
and/or integrated in other institutional statements
• Extensive contextualisation (internal/external)
• Use of formal definitions/standards/frameworks
− e.g. ALA definition, SCONUL Seven Pillars Model
• End-to-end involvement of key stakeholders in
developing, implementing and delivering strategy
• Focus on advocacy and library staff development
© The University of Sheffield / Department of Information Studies

8. The
SCONUL
Seven Pillars
Model for IL
• most widely used
model in the UK
• can be used as
− a diagnostic tool
− a process model
www.sconul.ac.uk

9. The SCONUL Seven Headline Skills
1. Recognise a need for information
2. Distinguish ways of addressing the information gap
3. Construct strategies for locating information
4. Locate and access information
5. Compare and evaluate information obtained from
different sources
6. Organise, apply and communicate information to others
7. Synthesise and build on existing information,
contributing to the creation of new knowledge
www.sconul.ac.uk/groups/information_literacy/seven_pillars.html
© The University of Sheffield / Department of Information Studies

10. Case Study –
The University of Sheffield
Background – CILASS – Strategic engagement –
Tactics – Achievements – Critical success factors

11. Background
• University commitment to research-led teaching
• Library development of information skills tutorial
• Some coverage of skills in Information Strategy
• Low level of awareness of the concept of
information literacy among staff and students
• High level of expertise within Information Studies
• Opportunity to bid for national funding as Centre
of Excellence in Teaching and Learning (CETL)
© The University of Sheffield / Department of Information Studies

12. Centre for Inquiry-based Learning in
the Arts and Social Sciences (CILASS)
Collaborative
Networked inquiry
learning Partnership
CILASS
Community
Seven
Pillars IL Network
Learning spaces
Information literacy collaboratories
development
Information
Commons
‘Modelling the process of research within the student learning experience’
© The University of Sheffield / Department of Information Studies

13. CILASS Information Literacy Network
• Led by the Department of Information Studies
• A cross-functional inter-disciplinary partnership
− library professionals, information science academics,
academics in other areas and educational developers
• Discipline-sensitive focus on information literacy
• Programme of curriculum innovation placing
information literacy at heart of student learning
© The University of Sheffield / Department of Information Studies

14. Strategic engagement
IL now prominent in strategy and policy statements
• specified as a formal objective of the University
Learning, Teaching and Assessment Strategy
• listed in Characteristics of the Sheffield Graduate
• identified as key theme of Library Strategic Plan
• incorporated in Departmental LTA Strategies
− with some examples of Departmental IL Strategies
• included in undergraduate induction checklist
© The University of Sheffield / Department of Information Studies

15. Tactical deployment
• Workshops offering help with LTA strategies
used to raise awareness and share experiences
• Project funding used to stimulate IL initiatives
and deliver Library staff development programme
• Presentations reporting progress on IL initiatives
delivered at internal and external conferences
• Series of events and blog postings organised as
Information Literacy Week to reach more people
• IL Network extended to bring in more key players
© The University of Sheffield / Department of Information Studies

16. Operational achievement
• Widespread use of customised online IL tutorials
• Many examples of academic and library staff
working together on new IBL learning resources,
workshops, assessments and IL presentations
• Academics using Seven Pillars in their teaching
• Library staff more involved in IL teaching within
Information Studies (classroom and Second Life)
• Information literacy part of everyday vocabulary
© The University of Sheffield / Department of Information Studies

17. Critical success factors @ Sheffield
• Explicit links to current institutional concerns
• Formal incorporation in core business strategy
• Financial incentives for staff to launch IL projects
• IL network group to focus and co-ordinate effort
• Stakeholder-based multi-professional partnership
• Dedicated specialist support to take work forward
• Senior people acting as institutional champions
• Departmental contacts acting as local advocates
© The University of Sheffield / Department of Information Studies

18. Government sector
Research evidence – skills needs – key task for
info pros – information literacy initiatives/strategies

19. Research evidence: government sector
‘a…relatively introverted information environment’
• Searching for information a major activity, but
poor awareness of advanced search techniques
• Existing policy used as starting point for search,
heavy reliance on people and standard sources
• Problems with information overload and quality
• Staff need help with updating, horizon scanning
and accessing a broader range of sources
(Crawford & Irving, 2009; Taylor & Corrall, 2007)
© The University of Sheffield / Department of Information Studies

20. Skills needs for government workers I
• Ability to outline and recognise the information
environment and its information sources
• Skills to use the information sources and
information systems common to the organisation
and related to their own work
• Skills to use the information sources of the open
net and information media
Kauhanen-Simanainen (2007: 116-117)
© The University of Sheffield / Department of Information Studies

21. Skills needs for government workers II
• Skills relating to information production, including
both the core content and meta-information
• Skills of cooperation, as well as communication
and networking skills
• Knowledge of the most important principles of
the legislation and concomitant ethical
procedures connected with the use of information
Kauhanen-Simanainen (2007: 116-117)
© The University of Sheffield / Department of Information Studies

22. Key task for government info pros
‘The key task for information specialists working in
government is to awaken awareness about the need to
develop information and Media Literacy and actively assess
and promote the versatility of information sources and their
use. In the easily accessible surface information world, the
information specialists have to signpost the versatility of the
information environment, increase the visibility openness,
vertical depth and lateral direction of the information
channels to encompass different areas, conflicting sources
and the past, present and future.’
Kauhanen-Simanainen (2007: 143)
© The University of Sheffield / Department of Information Studies

23. Info lit initiatives: government sector
GCHQ Scottish Government
• Service development • Training sessions
− e-Learning modules, − Google Treasure Hunt
with online assessment − Essential Internet Skills
(recognising one-to-one
− Advanced Information Skills
sessions not scalable)
− Intranet training portal • Information drop-ins
− Blog, alerting people to − help at people’s desks
new resources available • Promoting information skills
• External speakers − corporate induction events
© The University of Sheffield / Department of Information Studies

24. Scottish Government: an IL strategy model
• Librarians have identified and strengthened partnerships
with internal and external stakeholders
− Corporate Learning Services, HR Development Advisers,
Skills & Learning Team, Social Researchers, Policy Team,
NHS Scotland, CILIPS, Scottish Information Literacy Project
• Raised awareness of key role IL plays in organisation
and gained recognition of IL as vital skillset for staff
• Achieved substantial section on IL in Information Strategy
and submitted draft IL Strategy to senior management
www.scotland.gov.uk/Topics/Education/skills-strategy/progress/sg/
supportingindividuals/InformationLiteracies
© The University of Sheffield / Department of Information Studies

25. Practical action steps – questions
• Situation analysis – what are the big issues (strategic
or operational) causing concern in your organisation?
− is there an IL dimension which could act as a hook?
• Stakeholder mapping – who are the key players with
a potential interest or involvement in the areas identified?
− can you get their support as partners in IL initiatives?
• Portfolio development – where should you target your
efforts and how should you deliver IL interventions?
• Professional standards – adopt or develop your own?
© The University of Sheffield / Department of Information Studies

26. IL networks and CPD offerings
• The Information Literacy Website
• CILIP CSG Information Literacy Group
• LIS-INFOLITERACY@JISCMAIL.AC.UK
• Sheila Webber’s Information Literacy Weblog
• LILAC (Librarians’ Info Lit Annual Conference)
• University of Sheffield specialist modules and
PGCert/PGDip/MA in Information Literacy
© The University of Sheffield / Department of Information Studies

27. References
Crawford, J. & Irving, C. (2009) ‘Information literacy in the
workplace: a qualitative exploratory study’, Journal of
Librarianship and Information Science, 41 (1), 29-38.
Eisenberg, M.B. et al. (2004) Information Literacy: Essential
Skills for the Information Age. Libraries Unlimited.
Kauhanen-Simanainen, A. (2007) Corporate Literacy:
Discovering the Senses of the Organisation. Chandos.
Taylor, K. & Corrall, S. (2007) ‘Personalised service?
Changing the role of the government librarian’, Journal of
Information Science, 33 (3), 298-314.
© The University of Sheffield / Department of Information Studies

28. Further reading
Corrall, S. (2007) ‘Benchmarking strategic engagement
with information literacy in higher education: towards a
working model’, Information Research, 12 (4), paper 328.
http://InformationR.net/ir/12-4/paper328.htm
Corrall, S. (2008) ‘Information literacy strategy development
in higher education: an exploratory study’, International
Journal of Information Management, 28 (1), 26-37.
Foreman, J. & Thomson, L. (2009) ‘Information literacy in
the Scottish Government’, Librarians’ Information Literacy
Annual Conference. www.slideshare.net/scottishlibraries/
informationl-iteracy-in-the-scottish-government
© The University of Sheffield / Department of Information Studies