Information Literacy
CARL Information Literacy Policy Statment
CARL Information Literacy Portal
CARL Information Literacy Working Group
CARL Information Literacy Policy Statement
What is Information Literacy?
The Prague Declaration issued at the 2003 International Information Literacy Meeting of Experts defines information literacy as encompassing “knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand; it is a prerequisite for participating effectively in the Information Society, and is part of the basic right of life long learning.”
Why do research institutions care about information literacy?
• Information literacy has always been an essential requirement for effective research.
• Higher education is changing, with an increasing emphasis on problem-based, active learning and critical thinking.
• University learning outcomes include information literacy skills required for lifelong learning.
• Developments in educational technologies and online information delivery are creating new opportunities for learning environments where information literacy allows the seamless online exploration of ideas.
• The variety and number of information sources continues to increase dramatically, and students and researchers must keep pace.
• Graduates need to be poised for participation in the information society and the knowledge economy. There is increasing pressure from professional bodies and employers for information literate graduates.
• Research demonstrates a critical deficit in information literacy in university populations: many students and researchers lack the ability to fully use scholarly digital resources licensed by their institution efficiently and effectively.
How do research libraries support information literacy?
• Research libraries purchase information resources to support the research and teaching needs of their institution.
• Research libraries facilitate access to information by providing technical infrastructure, tailored web portals and user services.
• Librarians support faculty members’ course objectives by teaching their students how to search effectively for relevant information.
• Librarians provide on-demand instruction to students developing the information literacy skills required to be active learners, to complete course assignments and to progress in their field of study or profession.
• Librarians alert researchers to advances in information resources and services in their disciplines.
• Librarians provide research and instruction support to students and faculty members by developing online guides and tutorials and by participating in online courses content development.
• Librarians work in partnership with departments to embed information literacy competencies into degree program curricula.
• Librarians also partner with other units such as computing services, centres for teaching and learning and student services units to support and develop information literacy on campus.
What is CARL’s position?
The mandate of CARL libraries is to serve the needs of their students, teaching faculty and researchers. The libraries recognize the increasingly critical importance of developing the information-seeking skills of the latter three component groups. In this context CARL relates to and identifies with the new ARL Strategic Direction III:
ARL will promote and facilitate new and expanding roles for ARL libraries to engage in the transformations affecting research and undergraduate and graduate education.
Libraries are a critical component in academic teaching, learning and research.
CARL’s position on information literacy:
• CARL promotes the sharing of information literacy best practices amongst Canadian research libraries. CARL institutions invest heavily in resources and services to support information literacy, and need to ensure that they are as effective and efficient as possible, and that outcomes match investment.
- CARL launched an information literacy portal for Canadian academic research librarians’ information literacy needs on October 11, 2005. The portal will be maintained with the help of specialists from across the country.
• CARL provides leadership in the development of research studies related to information literacy.
- The CARL-member institution faculties and schools of library and information science (LIS) should continue to seek funding for research in information literacy.
• CARL provides national representation for Canadian research libraries, liaising with national and international agencies on matters relating to information literacy (for example, the U.S. National Forum on Information Literacy, the International Alliance for Information Literacy, UNESCO).
- CARL should ensure that an active information-literacy advocate from one of the Association’s member institutions attends the major international conferences on information literacy.
• CARL ensures that government agencies are aware of issues relating to Canadian research libraries. Governments recognize that they need an educated population to remain competitive in the global knowledge economy, and CARL keeps an understanding of information literacy at the forefront for decision-makers and funding bodies.
- The CARL Strategic Directions should address the importance of information literacy in teaching, learning and research. The Association should communicate to government that information literacy provides the basis for successful research.
• CARL supports the forging of innovative partnerships with faculty to create and manage new teaching models and research resources.
- CARL should promote such collaborations as a best practice.
CARL Information Literacy Working Group:
Gwendolyn Ebbett (Chair), University of Windsor
Heidi Julien, University of Alberta
Diane Sauvé, Université de Montréal
Martha Whitehead, Queen’s University
