Scottish Government information literacy policy documents

This is the second posting about information literacy policies that I wanted to share with the community.

A couple of weeks ago I received an email from an MSc Information and Library Studies student at RGU “carrying out research into the process involved in the communication of theories of information literacy (and digital literacy), into policy and then into practice in Aberdeenshire (public) libraries (Aberdeenshire Library and Information Service).” She had spent a considerable amount of time searching for the Scottish Government policy or strategy documents on information literacy and/or digital literacy over the 1997-2013 period, somewhat unsuccessfully. The best she could find was some Government documents that mention information or digital literacy in passing, or the associated skills. E.g. Find and access information, information retrieval skills etc.

To aid her research she had been pointed in my direction. In addition to help with the policy, she had hoped to interview a Scottish Government policy maker with responsibility for information literacy or digital literacy policy creation and wondered if we had any contacts in Government we could recommend.

After explaining that the reason she couldn’t find any is that there is no Scottish Government policy on information literacy. I referred her to John Crawford as this is an area he has written about and presented at conferences. John’s response is below

“The Scottish Government agenda at the moment is very much dominated by digital participation which is largely concerned with access and infrastructure issues rather than usage, training and skill development issues. The Royal Security of Edinburgh is currently conducting a study of digital participation with the results to be published in November. SpreadingtheBenefitsofDigitalParticipation.html . Members of the online community of practice, The Right Information .http://scotinfolit.squarespace.com/blog/ have given evidence to the enquiry, primarily to draw attention to the importance of IL. These submissions are appearing on our website and you might like to have a look at them. Sean McNamara, the policy officer of CILIPS has also submitted evidence which he may be willing to share with you.

As Christine says national information literacy policies are an interest of mine. We have written a book which I hope will be appearing soon: Crawford, John and Irving Christine, Information literacy and lifelong learning. Chandos 2013, and the final chapter which I have written suggests how national information literacy policies might be implemented and much of it could be applied to Scotland. I hope to give a presentation at a conference in the autumn on the same subject and I enclose the draft text. “

As to a Scottish Government contact - Jenny Foreman a key member of the Community of Practice who works for the Scottish Government and has worked with colleagues on strategic development work in information literacy within the Scottish Government, fitted that bill.

It is great to see the Community working together in this way.

Update on Thursday, July 11, 2013 at 12:22PM by Bill Johnston

Hi All,

Here is my contribution to the Royal Society of Edinburgh's survey on 'Digital participation'.  This adds to the contribution John Crawford made and posted here.  Honest, we didn't collude!

Bill Johnston

Information Literacy and the Benefits of Digital Participation 

Author: Bill Johnston. ( Writing in a personal capacity )

Bio: Bill Johnston is a retired academic and currently an Honorary Research Fellow in the Centre for Lifelong Learning at the University of Strathclyde

Contact: b.johnston@strath.ac.uk

Summary

This short paper proposes that the construct Information Literacy is a vital enabling factor in ensuring that the benefits of digital participation are fully realized.  In so doing, the aim is to encourage the Royal Society of Edinburgh to include consideration of Information Literacy in its deliberations and to reflect that consideration in the final report of its’ survey.  The main contention is that with Information Literacy digital participation will be enhanced, and the potential benefits increased.  However without Information Literacy, the benefits of digital participation will be significantly diminished. 

Under the present conditions of everyday practice, formal education, occupational training, public services, and the current level of technological development, there is no certainty that people will develop the necessary Information Literacy to fully participate in the online society and information culture of the 21^st century.   Consequently Information Literacy needs to be more fully developed through a variety of contexts in education, workplace activity, communities and participation in lifelong learning generally, in order to maximize social and personal investment in digital technology and services. 

The paper concludes by suggesting a discussion of the benefits of digital participation by engaging with the complementary narrative of Information Literacy via two related questions:

• To what extent is Scotland an Information Literate society?

• How are more Scots to become Information Literate citizens?

1. The starting premise of this paper is that digital information is a key learning, employment, cultural and everyday life resource for all citizens, which takes visible form in websites, emails, texts, internet searches, blogposts, social media and many other channels.  These relatively new channels complement the rich pattern of information channels such as books, newspapers, personal communications and other social forms, which have sustained cultural participation over the centuries.  For citizens to fully benefit from digital participation in 21^st century culture it is essential that they not only have access to a base level of relevant technology and online systems, but that they also develop knowledge and skills in creating, accessing and managing the information processes and content represented in their digital technologies and devices.  In effect the ‘literacy’ of online digital activity is perceived here as the literacy of information, hence the use of the term Information Literacy. 

2. Information Literacy is an established, research-based construct and an area of practice in education, public services and workplaces.  Information Literacy  can be described as follows:

" Information literacy is the adoption of appropriate information behavior to obtain, through whatever channel or medium, information well fitted to information needs, leading to wise and ethical use of information in society”.

(Johnston, B. and Webber, S.   2003)  

This description of Information Literacy (IL hereafter) relates to personal aspects of information behaviour, whilst also highlighting the importance of information to society and the economy.  Thus IL can be narrowly conceived in terms of the techniques of accessing sources, formulating searches, selecting relevant material for a given purpose and associated skills.  This is a perspective, which has traditionally been associated with the interests of librarians, teachers, researchers, students and a wide range of professional occupations.  There is a growing body of knowledge to guide the practice of all of these groups.

2.1 The aspects of the description referring to “wise and ethical” use of information expresses a broader conceptualization and aligns more with the interests of specialist researchers and professional advocates for IL as a powerful social force. This includes bodies representing professional librarians and major world organizations such as UNESCO.  In virtually all specialist formulations and commentaries IL is typically linked to development of critical thinking and employability; IL is also typically seen as an essential aspect of lifelong learning.

2.2 These perspectives offer powerful foci for considering the nature of digital participation and indeed in identifying what some of the benefits might be. 

3. For digital participation to be fully realized it is therefore vital that people develop IL, becoming in effect “Information Literate Persons”.  A person’s IL will develop over life and change according to circumstances and influences, as illustrated in fig. 1 below. This diagram places the person at the centre of five powerful vectors and suggests that a person needs to be able to identify their levels of IL in each area and adjust their levels and approaches as circumstances demand in line with their own aspirations.

Figure 1: The Information Literate person in the changing information culture and society

3.1 Much contemporary commentary and debate seems to assume that changes in digital technology is the dominant force in modern society and that it is the availability of the Internet, digital devices and social media, which increasingly conditions our lives.  However as fig.1 indicates the situation is more complex and involves people in knowing about the connections between technological change and other areas of life, society and economy.  Cultural awareness and sensitivity to changes in contexts within educational institutions and workplace organizations, or in the exercise of legal rights and obligations etc. are essential features of becoming an information literate person. 

3.2 These personal characteristics are unlikely to develop to the full as a consequence of interacting with a given device, search engine or social media tool, since these technologies do not as yet fully support all of the personal knowledge, skills and metacognitive strategies required by people in their various information related roles.  Consequently systematic external support is needed to let people fully participate and benefit from digital resources.

3.3 For example, it is increasingly common for people to have to deal with complex information as consumers, students, employees, clients, patients, welfare claimants, community activists, voters and so forth.  It is equally common for people to seek and retrieve information from the Internet using their digital device of choice, thereby engaging with very complex digital information environments, which present seemingly unlimited choice.  What information is best suited to my need? Is it reliable and accurate? Have I got enough? How do I judge between competing sources?  What does information I’ve retrieved add to what I’ve been told by an authoritative source like my GP?

3.4 Equally critical are questions raised when people contribute information via social media, mobile ‘phones and so on.  Who owns my information?  Can I remove my information when I want to? Am I breaking any laws if I criticize somebody online? What happens to my digital output if I am made redundant/retire? Is the state collecting information about me from my digital communications?  Does the state have a right to do that?  Is my information being gathered by agencies in other countries and do they have a right to do that? How can I best present myself online?

3.5 These questions are key to everyday digital interactions for many millions of individuals and the cost of making ineffective decisions is a reduction in the benefit of digital participation in the online world.   It is questions like these that IL specialists can help people answer by providing, as a minimum:

• insight into the complexities of digital participation;

• curriculum for IL through all stages of education and lifelong learning;

• examples of practical initiatives and interventions across a range of contexts, which can be ‘scaled up’ or ‘spread around’ to disperse benefit.

By these means a scheme of ‘external support’ can be developed to help people maximize their digital participation and increase their range and quality of benefits. The institutions of education, workplace development, community resources etc. can all be renovated to achieve these aims, and encouraging that renovation should be a key element in promoting a successful digital Scotland.

4. In conclusion I would like to suggest that the Royal Society of Edinburgh explores the benefits of digital participation by engaging with the complementary narrative of Information Literacy.  To that end I suggest two key questions for discussion:

• To what extent is Scotland an Information Literate society?

• How are more Scots to become Information Literate citizens?

Debating these questions should add value and interest to the consideration of the benefits of digital participation in 21^st century Scotland

Bill Johnston

June 2013

Further Reading

Anderson, T., Johnston, B. and McDonald, A. (2013). “Information literacy in adult returners to Higher Education: student experiences in a university pre-entry course in a UK university. Library and Information Research Vol. 37, No 114. http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/issue/view/65

Bindé, J.  (2005) Towards knowledge societies. Retrieved August 10, 2012 from http://unesdoc.unesco.org/images/0014/001418/141843e.pdf

Bruce, C. (2008) Informed learning. Chicago: Association of College and Research Libraries.

Cheuk, B. (2008) Delivering business value through information literacy in the workplace. Libri, 58(3), 137-143.

Crawford, J. and Irving, C. (2009) “Information Literacy in the workplace: a qualitative exploratory study”. Journal of librarianship and information science, 41(1), 29-38.

Hepworth, M. & Walton, G. (2009). Teaching information literacy for inquiry-based learning.  Oxford: Chandos.

Irving, C. (2011). “National information Literacy Framework (Scotland): Pioneering Work to Influence Policy Making or Tinkering at the Edges”. Library Trends, 60 (2), 419-439

Johnston, B. and Webber, S. (2003) “Information literacy in higher education: a review and case study.” Studies in higher education, 28 (3), 335-352.

Johnston, B. and Webber, S. (2006) “As we may think: Information Literacy as a discipline for the information age”. Research strategies, 20 (3), 108-121.

Lloyd, A. (2009) Informing practice: information experiences of ambulance officers in training and on-road practice. Journal of Documentation, 65(3), 396-419

Lupton, M. (2004). The Learning Connection: Information Literacy and the Student Experience. Adelaide, Auslib Press

National Forum on Information Literacy (2006) Beacons of the information society: the Alexandria proclamation on information literacy and lifelong learning. Paris: UNESCO. http://www.unesco.org/new/en/

Secker, J. & Coonan, E. (2011) A new curriculum for Information Literacy: curriculum and supporting documents. http://ccfil.pbworks.com/f/ANCIL_final.pdf

UNESCO (2003). The Prague Declaration – “Towards an information literate society”. Available: http://portal.unesco.org/ci/en/ev.php-URL_ID=19636&URL_DO=DO_PRINTPAGE&URL_SECTION=201.html  Accessed : 06 June 2011.

Webber, S & Johnston, B. (2000) Conceptions of information literacy: new perspectives and implications". Journal of Information Science, 26(6), 381-397.

Webber, S. and Johnston, B. (2013) “Transforming Information Literacy for Higher Education in the 21^st century: a Lifelong Learning approach.” In: Hepworth, M. and Walton, G. Developing people’s information capabilities: fostering information literacy in educational, workplace and community contexts. Emerald. [in press]

Welsh Information Literacy project (2011) Information literacy framework for Wales: Finding and using information in 21st century Wales. Retrieved August 10, 2012 from http://librarywales.org/uploads/media/Information_Literacy_Framework_Wales.pdf

QUESTIONS

Benefits

1.    What do you think are the current benefits of digital participation and using the internet?

Increased potential for learning, social empowerment, economic activity and cultural change.

2.    What are the potential benefits?

Many more people having the opportunity to participate in more sophisticated and satisfactory ways.  Cities, rural areas and other communities having the opportunity to project and cohere themselves online.

3.    How can the benefits be maximised?

By implementing a substantial and thorough programme to develop Information Literacy as a concomitant of digital activity.

4.    How can the benefits be promoted?

Firstly by clear public policy leadership.

Secondly by leveraging existing expertise.

Thirdly by instituting a strategic approach to engaging the Scottish population and civil society.

5.    How could Scotland benefit from wider digital participation and use of the internet?

By establishing itself as a world leader in the sophisticated use of digital technology and by innovating internet use as a progressive global resource.  At present it seems that the larger agenda is dominated by a mixture of commercial interests, state agencies and increasingly by protest movements.  Scotland has an opportunity to add a new dimension of activity by harnessing the internet to the growing sense of nationhood post-devolution.  A lot might depend on the Referendum outcome, but in any case there should be opportunities to link more fully with the Scottish Diaspora.   

Obstacles

6.    What risks do you associate to digital participation?

The misuses are becoming more obvious and hardly need listing, but our capacity to intervene as a society still seems to be lagging behind. 

7.    How can such risks be addressed?

Partly by legal, regulatory and policing mechanisms.  However a greater degree of maturity and ethical awareness needs to develop across society. All areas of civil society have a role to play, but it is not clear where leadership and co-ordination might best reside.

8.What prevents you from using digital technologies and the internet?

Lack of time, availability of technical support etc.  It should be noted however that usage is a matter of choice and also only one of a variety of activities in life.

Incentives

9.    What could be done to increase your use of digital technologies and the internet?

Create new contexts, which harness the conviviality of a wifi café, the focus of a seminar and the impact of a mass movement.

10.What incentives could be used to increase digital participation?

For me, establishing a link to creativity to balance the present disproportionate emphasis on the promotion of ‘new’ ‘revolutionary’ technological devices, applications and configurations.  MOOCs being only the most recent manifestation of this seemingly relentless process.  

Bill Johnston (b.johnston@strath.ac.uk )

June 2013  

Digital Literacies & Skills Project Manager - Vacancy

Young Scot has a vacancy that centres on digital and information literacies. The post is located at their office in Haymarket, Edinburgh. 

Digital Literacies & Skills Project Manager
(£25K, Initially Fixed Term to 31^st July 2014)

The Digital Skills & Literacies Project Manager will be directly responsible for project managing and developing the main components of the Young Scot Digital Academy:

- Digital Creative Modern Apprenticeship programme
- Digital Skills in Schools Programme
- Digital information literacy/digital footprint.

The post will line manage two Modern Apprenticeship Co-ordinators, and work with the Information Services and Outreach Teams to develop online and offline resources to support young people’s digital information literacy skills and digital footprint.

http://www.youngscot.net/news/vacancies-at-young-scot.aspx

Helping citizens develop their own information literacy curriculum for lifelong learning

On the same theme of yesterday's post on information literacy and citizens is a presentation by Sheila Webber and Bill Johnston, given at the CILIP Umbrella copnference on 2 July 2013 in Manchester, UK. I wasn't able to attend Umbrella so didn't see their presentation but thanks to Sheila for making it available on Slideshare it is available for people to see at http://www.slideshare.net/sheilawebber/umbrella-2013

Helping citizens develop their own information literacy curriculum for lifelong learning

Presentation abstract: "Sheila and Bill will outline a framework to enable citizens to self-audit their changing information literacy needs through life, so they can identify strategies for meeting those needs. In particular they will highlight lifestage transitions. They will indicate implications for people who support these citizens, including possibilities in using tools such as MOOCs."

Having looked through the slides I can relate to all these apsects as I too use information literacy in all aspects of my life with its varying complexities and emotions of the different aspects of me (daughter, sister, friend, pupil/student, colleague, employee, manager, writer, workshop tutor / facilitator, committee member, power of atourney etc..) in different environments / landscapes with different needs and ability to use available resources.

A thought provoking presentation for us as individiuals and as library and information professionals. 

Information Literacy Policies

There seems to be a growing interest in Information literacy policies. In the last couple of months I have received a couple of emails on the subject which I thought the Community of Practice might be interested in. The first is detailed below with the response given. I'll do another posting about the second in tomorrow.

The first was from a Canadian librarian who has become very interested in our work (Scottish Information Literacy Framework), and is advocating for the importance of undertaking similar work in Canada and likely to start in her home province, Saskatchewan. She explains that Canada is a "huge country in which education falls under the jurisdiction of 10 provinces and 3 territories!". 

She went on to say that

"I've read a great number of your publications with interest, but I'm coming up against a question that I just don't feel that I can answer very well. Essentially the question posed is: "Is there evidence that having an IL policy in place actually produces a more information literate citizenry/workforce? Simply noting the presence of IL policies in other countries is not a strong enough justification for building one here."

An interesting question and one which John Crawford responded to.

"You are really asking about evaluation which is a very difficult area. Much evaluation measures activity and not impact (i.e. making a difference to people’s lives). Because of the widespread lack of strategic planning and target setting in IL much of the evaluation of IL activities tales place at the micro rather than the macro level as there are few regional or state plans. For information literacy policy activity you might want to look at a special issue of Library trends which I guest edited. (Library trends, 60 (3, 2011). The best practical source of comparable activity at the moment is the Welsh Information Literacy Project http://librarywales.org/index.php?id=7498  Evaluation of their work has been carried out - Hughes, K. and Warden, M. (2007) An evaluation of the Gateways to Learning project: the contribution of public and academic libraries in Gwent to information literacy, learning, and training. Final report. Caerphilly: Katherine Hughes Associates – but the authors admit that more ‘soft’  (impact) measurement  is needed.  

I have just finished guest editing a special issue of Library and Information Research Vol. 37, No 114 (2013) http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/issue/view/65 which contains an article about the Welsh Information Literacy Project’s third phase which you should find useful and also one on Ireland which suggests setting up a community of practice along Scottish lines.

Part of the problem is obtaining recognition from Government. We did this by presenting a petition to the Scottish Parliament. The problem is that politicians, at the moment,  seem to think in terms of digital participation rather  than information literacy and digital participation tends to be driven by access and infrastructure issues and not usage and training.

There are plenty of text books on evaluation - Brophy.  P (2006) Measuring library performance: principles and techniques. London: Facet. ; Crawford J. (2006) The culture of evaluation in library and information services. Oxford: Chandos ; Markless, S.  and Streatfield, D. (2013) Evaluating the impact of your library. 2^nd ed. London: Facet.

You may be interested to know, however that most of the issues you are interested in are discussed in our forthcoming book. Crawford, J. and Irving, C. (2013) Information literacy and lifelong learning.  Oxford: Chandos.  Chapter 9 is wholly about evaluation and chapter 10 suggests ways forward."

Response to the RSE Enquiry into Digital Participation

I have read the responses already posted below and realise my response is very similar but here is my reponse anyway:

1. What do you think are the current benefits of digital participation and using the internet? 

There are many benefits of digital participation and to using the internet and these are well documented. As more and more services go online it is clear that if you are not participating digitally you will be isolated and your opportunities will be limited. Benefits include:

• Monetary benefits – you can shop around to get the best price online which is often cheaper than the high street due to lower overheads for online companies.
• Social benefits – through social media people can keep in touch with family and friends. This can be a lifeline and improve of quality of life for people especially those who are housebound.
• Educational benefits – a wide range of access to educational materials and information.

Having said this to be able to effectively participate people need to have knowledge of the pitfalls of which there are many and that is where the role of the library can be key to individuals. As we as a profession we have skills and knowledge to share with others to ensure they are able to:

• Identify and verify if what they are reading is trustworthy
• Search in an efficient way
• To use the internet safely when shopping etc.
• Use social media in a way that will not endanger their prospects of employment etc i.e. understand the consequences of what they publish openly online. 

2.What are the potential benefits?

If used well it can lead to better decision making especially in a work setting. If society is to benefit fully from digital participation though individuals must not only be able to access information they must also be able to find and select the right information. Information literacy is essential for this otherwise people could easily believe ungrounded information and make poorly informed decisions based upon it. The more informed people’s decisions are the more efficient and effective our workplaces will be and this will inevitably have a positive effect on the economy as a whole. 

3 How can these benefits be maximized?

Benefits can be maximized through systematic teaching of information literacy skills throughout life. We do everyone in society a huge disservice if we do not equip individuals with the skills to know how to find, evaluate, use and communicate information in an ethical manner. We can start imparting these skills to nursery skill children and carry this training on right through to pensioners. Through schooling and education, the workplace and life long learning. There are extensive examples of the good work of libraries in this field along with the benefits these can be viewed in the Scottish Information Literacy Framework and also on the Scottish Information Literacy Community of Practice blog both available at http://therightinformation.org. 

4. How can the benefits be promoted?          

Benefits are already being promoted in libraries across Scotland in various sectors. There is super work going on in Aberdeen Public Libraries for example with their Go On Classes. A more co-ordinated approach is required though to raise the profile on a national level. I believe that unless teachers become fully information literate our young people are not going to be information literate and therefore our future workforce is at a disadvantage. Information literacy needs to be at the centre of all education and our professionals need to be equipped to impart those skills to others. Those working in government research are very much in need of information literacy skills to do their job. If the right information is not available for policy making huge errors will be made. It is important that the skills are promoted and taught in a way that people can see the benefits to all aspects of their lives so that they will apply it to everything they do including what they do online. 

5. How could Scotland benefit from wider digital participation and use of the internet?                     

Ultimately it would improve employment rates I believe and also increase equality and help to close the gap between the richer and poorer. However information literacy is key to wider digital participation, as I believe you cannot benefit from one without the other. It is all key to life long learning and can enhance everyone’s life and every aspect of that life not just academic or work life. 

6. What risks do you associate to digital participation?

If digital participation is just about the mechanics of using a computer, mobile phone etc and not about the wider issues of safety and being responsible online, we are doing people an injustice and exposing them to dangers such as identity theft etc. You only need to look at the recent case of Paris Brown who was forced to step down from her position as Britain’s first youth police and crime commissioner because of comments she made on twitter to understand the dangers of being unaware of the consequences of what you publish on the internet. Also they need to be aware of how to avoid falling foul of viewing illegal material too as this can truly ruin lives. People need to be information savvy and literate in order to safely and successfully digitally participate. In this digital age it is as important as being able to read and write.

7. How can such risks be addressed? 

 Risks can be addressed by comprehensive education in internet safety awareness at school. Librarians are well placed along with teachers to deliver this training. This training should start in Primary 1. It is often too late by the time children reach secondary school considering there are children who have mobile phones with unrestricted internet access while they are still in primary school. The news is littered with stories about young people falling into various digital traps. Aside from this there should be a national approach linked to skills and employability to ensure we do not miss those who have already been through the education system. I believe there should be different levels as well as the needs of one individual will be very different to those of another. There are some very good examples of this in Scotland that could be used to build a national training.

8. What prevents you from using digital technologies and the internet?  

A lack of knowledge of some packages prevents me from using them especially advanced IT technologies. I would like to be able to create QR codes for work purposes for example but do not have the skills currently.

9. What could be done to increase your use of digital technologies and the internet?

More training opportunities

10. What incentives could be used to increase digital participation?

I’m not sure but as one of the barriers can be poverty it is important to ensure that there are enough free internet access points for all, with the technology there to access it. There should also be provision for maintaining these access points and ensuring that facilities are up to date. People also need to know that help is there to keep them safe while using technology along with aid to give them the skills to enhance their lives through digital participation. Support mechanisms need to be in place to support individuals as it takes a lot of confidence to take that first step towards digital participation. There are those who are digitally disadvantaged who have a fear of learning due to negative experiences in their past. The benefits need to be explicitly advertised to everyone so that they begin to see the many advantages for them as an individual.