Information Scotland The Journal of the Chartered Institute of Library and Information Professionals in Scotland ISSN 1743-5471 Issue contents | Journal contents | About the online edition of the journal October 2003 Volume 1 (5)

Conference report

Do you know what I mean?

Anne Noble and Rhona Arthur attended e-Lit 2003, the international conference on IT literacy, and concluded that more convergance of thinking would be a start.

Second International Conference on Information and IT Literacy, Glasgow Caledonian University, 11-13 June 2003

The second International Conference on Information and IT Literacy was held in June, jointly organised by Glasgow University, Strathclyde University and hosts, Glasgow Caledonian University.

The eLit was established to bring together professionals from across the globe to highlight best practice, identify emerging directions and to discuss ongoing issues relating to information and IT literacy. The main challenge was interpreting all the individual definitions and the conference did give the sense that participants were talking about different things. Information literacy often meant technical IT skills.

The presentations primarily discussed the needs of higher education students but there were some useful points for other sectors to learn from. There were a vast range of papers - 3 round table discussions, 1 workshop, 5 practical demonstrations and 37 papers.

When it came to thinking about definitions of what is meant by eLiteracy, Maryann Kope, University of Guelph, Canada looked at four main concepts - traditional literacy, information literacy, computer literacy and higher or academic literacy (learning skills). Maryann looked at convergence and continuity between the strands. She felt it was essential to recognize the full range of unique skills students require to use technology in an academic context, and to use it effectively for learning. Her presentation was based on Guelph's Learning Commons (merged learning and information departments) (www.learningcommons.uoguelph.ca).

How students learn to search

Nancy Becker of St. John's University, New York looked at 'Putting Google in its Place: Understanding and Enhancing the Internet Search Behaviour of Undergraduate Students '. This research consisted of a survey and interviews (the latter on critical incidents model, i.e. successful/unsuccessful web searches). The results showed that in almost all cases, where a search was directed the success rate was higher. Almost all students described how they learned how to search from the media or friends but only one from a librarian. Most students, when pushed, could articulate the need to check website relevance and authority, but they did not know how to check it. She explained that inexperienced searchers frequently give up when they meet a problem. They rely on the system, and don't progress in their research method. Librarians have an unrealistic expectation that learners enter and leave at the same point. But, more realistic is the aim to move each one along a little. Librarians must get students to challenge their thinking; and need to get learners to transfer what they know into practice, in a meaningful context. Assignments should expose learners to searches which the librarian understands won't lead to success, and some which will, and put learners in a group so that they can reflect on why some searches are unsuccessful. This is best carried out if the learners form the research based on real information needs.

In 'Beyond IT and Literacy', Allan Martin of Glasgow University and Convener of the eLit2003 Steering Committee talked about the current IT Literacy skills programme in Glasgow University, which has been running since 1994. It is a compulsory course for all undergraduate students. There is an online IT needs analysis which defines the appropriate route - beginners' course, standard course or exemption. He noted that with the increasing provision of IT skills in schools and further education, there was a movement towards more subtle definitions of information literacy - less on how technology works and more on reflecting on appropriate usage. Allan stressed the importance of key skills and links to employability. The increased provision of Virtual Learning Environments in higher education means that the acquisition of these skills are crucial to course delivery.

Glasgow has moved to a student-centred learning model, which demands that the student reflects on their own eLiteracy development, including awareness of IT and the information environment, confidence in using IT and information tools, evaluation of information-handling actions and willingness to meet eLiteracy challenges. This is a 4-stage framework.

1. Foundation - eLiteracy required of students at or near point of entry - fundamental IT and information skills.
2. Induction - eLiteracy required for the student to function effectively as a user of the learning environment from the early stages of their course.
3. Enhancement - eLiteracy needs as the student progresses through their studies towards both graduate and postgraduate goals.
4. Graduation - eLiteracy needs on graduation - eLiteracy required for effective functioning in the work environment.

The skills are delivered by a range of providers including the library and course outwith the university and assessment is linked to a Personal Development Plan.

Confidence in the skills

Two speakers, Serap Kurbanaglu and Buket Akkoyunlu of the University of Ankara, Turkey looked at the 'Relationship Between Students' Perceived Computer Self-efficacy and their Self-efficacy for Information Literacy'. This focused on Bandua's social learning theory, "Learning certain skills is not enough, individuals should also develop confidence in the skills that they are learning." They explained that people avoid situations if they are not confident. Teachers and librarians should have high levels of self-efficacy in order to teach others. For the new students, those who rated themselves highest on the information literacy skills were the librarians, and those for computing skills were the computing students. The level of perceived self-efficacy increased in the Faculty of Education for older students. But the highest scores were for the computing students, even in information literacy.

The results of a major European survey of undergraduate confidence with, experience of, and attitudes towards computer and information technology were presented by Hamish MacLeod and Jeff Haywood of Edinburgh University. Student ICT surveys have been carried out at Edinburgh since 1990 during enrolment so the returns are 80%. During the project academic staff, students and employers were interviewed. Some 9000 new students and 3500 established students were surveyed and there was a lot of commonality in the results across Europe.

The questionnaire to new students aimed to assess how prepared they were to take up the emerging opportunities for online learning. The established students were asked about their experiences of ICT in teaching and learning in their courses. The students are well prepared and positively disposed to utilize ICT. The results showed that the gender differences are disappearing and that computer ownership (rather than access to computers) had a significant impact.

Challenge for teachers

Audrey Sutton of North Ayrshire Council discussed some of her recent research which showed that teachers are not comfortable with teaching information skills and are challenged by the definition of information competencies. It is clear that there is habitual confusion between ICT skills and information handling skills. In a four-way discussion with Stuart Robertson HMI, Nick Morgan of the National Grid for Learning and Ian Pettigrew from Govan High School, the challenges of sustainability, technical support at local school level and integrating ICT and digital literacy into the curriculum were explored.

Denise Leahy of the Trinity College, Dublin and also a member of the European Task force which set up ECDL looked at how eLiteracy could be achieved through ICT literacy (another example of complex definitions). Denise used this definition of eLiteracy as to create, search, find, analyse and use but was clear that eLiteracy needs IT Literacy. ICT literacy is the ability to use information and communication technologies proficiently. She promoted the recognition of the ECDL as the standard for computer literacy and support in the development of computer societies. She affirmed that ICT literacy is necessary for full participation in the Information Society and necessary as a foundation to participate in eLearning.

Politics and eLiteracy

The final paper looked at the impact of politics on eLiteracy. It was not easy to import an information literacy product developed in another part of the world. All sorts of political influences impacted on the access to IT and, in spite of the Internet, there are information gaps. Political concerns about IT threats to the stability of regimes create a culture of control. Regime control is preventing the introduction of technologies and eLiteracy programmes. One example cited of controlling access to information was that by 1999 in Saudi Arabia there were only two places connected to the Internet. The speaker, Nader Naghshineh, Tehran University, made it clear that this control did not just apply to developing countries; in the USA, Al Gore said, "Politicians would use every opportunity to double their control over the Internet."

This was a most interesting and thought-provoking conference, which was long on the identification of the problems and short on shared outcomes. The next eLit will be held in New York in 2004.

Anne Noble is Librarian, Marr College. Rhona Arthur is Assistant Director, SLIC.

Information Scotland Vol. 1 (5) October 2003

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