Council of Australian State Libraries Information literacy standards.At its meeting in March 2001 the Council of Australian State Noun 1. Australian state - one of the several states constituting Australia province, state - the territory occupied by one of the constituent administrative districts of a nation; "his state is in the deep south" Libraries (Casl) endorsed and supported the use of the Information literacy Several conceptions and definitions of information literacy have become prevalent. For example, one conception defines information literacy in terms of a set of competencies that an informed citizen of an information society ought to possess to participate intelligently and standards published by the Council of Australian University Librarians The Council of Australian University Librarians (CAUL) is a representation body university libraries of Australia. It was established as the Committee of Australian University Librarians in 1965. (Caul) in January 2001 (www.caul.edu.au). (1) The Caul standards have been modified to substitute broad alternate learning outcomes. These alternate outcomes have been developed for the learning programs Casl libraries provide outside as well as within a formal curriculum approach. Each member library has the freedom of adopting or adapting the standards according to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. their local needs. It is anticipated that each library will incorporate the Information literacy standards into their learning strategies and programs according to their organisational goals, and apply relevant measurement techniques to the outcomes. Acknowledgements We would like to acknowledge that these standards have been adapted from the Caul Information literacy standards, in turn adapted from Information literacy standards for higher education higher education Study beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. approved by the United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. Association of College and Research Libraries. Caul has granted permission for its standards to be freely used and adapted as long as acknowledged. The alternate outcomes were written by Prue Mercer mer·cer n. Chiefly British A dealer in textiles, especially silks. [Middle English, from Old French mercier, trader, from merz, merchandise, from Latin merx , State Library of Victoria and Bridget Hutton, State Library of Tasmania The State Library of Tasmania is the organisation which runs the library system in the state of Tasmania, Australia. The State Library operates as part of the Tasmanian Department of Education, and maintains close ties with Tasmanian schools and senior secondary colleges. , in conjunction with the Casl partnerships in education working group. Libraries, learning and the information society Libraries throughout Australia contribute to the economic, social and cultural development of the nation by acting as a resource and facilitating access to information to support the public good. Libraries ensure that we can capture our cultural heritage, learn from and build on the past, and enable society to participate in the information economy. They welcome and nurture NURTURE. The act of taking care of children and educating them: the right to the nurture of children generally belongs to the father till the child shall arrive at the age of fourteen years, and not longer. Till then, he is guardian by nurture. Co. Litt. 38 b. independent learners throughout their lives. In the critical years of pre literacy they support parents and carers in enriching children's early learning providing the foundation for lives of literacy and fulfilment ful·fill also ful·fil tr.v. ful·filled, ful·fill·ing, ful·fills also ful·fils 1. To bring into actuality; effect: fulfilled their promises. 2. . The development of the information economy and recognition of the value of a learning society marks the key shift towards the citizen as an agent who can reflect and develop his or her own approach to information--and not just be a passive receiver of information. It is within this context that Casl libraries promote learning and information literacy. National, state and territory libraries embrace a broad definition of learning and learning for life. They feature learning in their mission statements and provide a number of programs such as exhibitions, publications, workshops, lectures, seminars, tours, formal teaching sessions, web content, learning centres as well as one on one advice at the desk or via e-mail. This is in recognition that people's needs change constantly throughout their lives, and that lifelong learning Lifelong learning is the concept that "It's never too soon or too late for learning", a philosophy that has taken root in a whole host of different organisations. Lifelong learning is attitudinal; that one can and should be open to new ideas, decisions, skills or behaviors. helps people improve their employability, life skills and competencies, formal education and qualifications. As well it enhances people's quality of life, personal growth and creativity from the individual to their families, communities and organisations. Using the Information literacy standards with our communities Information literacy is a prerequisite pre·req·ui·site adj. Required or necessary as a prior condition: Competence is prerequisite to promotion. n. for lifelong learning and is common to all disciplines, all learning environments and all levels of education. It enables learners to engage critically with content, become self directed, and have greater control over their own learning. It is not only about access and information and communications technology Noun 1. communications technology - the activity of designing and constructing and maintaining communication systems engineering, technology - the practical application of science to commerce or industry skills, but goes beyond that to mean having the knowledge, skills and authority to engage with information productively. These standards will enable us to assess our progress towards the broader outcome of becoming an information society. Initially they can be used to raise awareness of the value of information in the community in partnership with the education sector. It is important to recognise and promote information literacy as part of the curriculum at all levels of formal education in addition to informal education through various lifelong learning opportunities. In this way the standards can be used to benchmark how well developed the community is in terms of information literacy over a number of years. Learning within the context of a library is usually voluntary and experiential ex·pe·ri·en·tial adj. Relating to or derived from experience. ex·pe  ri·en . While Casl libraries provide formal and informal
curriculum support for the education sector, they are not constrained con·strain tr.v. con·strained, con·strain·ing, con·strains 1. To compel by physical, moral, or circumstantial force; oblige: felt constrained to object. See Synonyms at force. 2. by this, and favour promoting cultural experiences and learning opportunities related to our social, historical and cultural world. Programs are provided on a user needs basis as well as part of a structured educational framework. National, state and territory libraries provide the information services See Information Systems. for members of the public to use as independent learners in all aspects of their lives. We encourage the use of the standards with programs, courses and classes where * User information literacy is an identified outcome * A subject, collection or resource based program is required with identified learning outcomes * Appropriate skills for users with special needs are required With the adoption of the Information literacy standards Casl makes a commitment to * Support lifelong learning and community development * Support the development of programs which encourage users to engage effectively with collections and services to enhance their learning * Support the use of frameworks and recognised standards in developing relevant programs for information literacy * Use the standards to assess broad learning outcomes for users, communities and organisations * Be the advocate for the public in the development of the information society Casl Information literacy standards Standard One The information literate person recognises the need for information and determines the nature and extent of the information needed. Outcomes * Is able to define an information need * Recognises existing knowledge and identifies opportunities to expand on this * Is aware of the range of information resources (1) The data and information assets of an organization, department or unit. See data administration. (2) Another name for the Information Systems (IS) or Information Technology (IT) department. See IT. and seeks `best fit' for task * Is able to place the information needed within a context (who, what, when, where, how and why) Standard Two The information literate person accesses needed information effectively and efficiently. Outcomes * Uses a range of strategies for acquiring information * Uses a variety of approaches to locate information effectively, such as subject headings and keywords * Is able to narrow down a search Standard Three The information literate person evaluates information and its sources critically and incorporates selected information into their knowledge base and value system. Outcomes * Establishes and uses appropriate criteria by which to evaluate sources * Understands how to use information, sifting and selecting as appropriate * Interprets information by identifying key ideas, summarising, recording relevant facts and details Standard Four The information literate person classifies, stores, manipulates and redrafts information collected or generated. Outcomes * Uses a variety of means to record, manage and present information Standard Five The information literate person expands, reframes or creates new knowledge by integrating prior knowledge and new understandings individually or as a member of a group. Outcomes * Understands the information search process * Understands how to integrate new information into prior knowledge Standard Six The information literate person understands cultural, economic, legal, and social issues surrounding the use of information and accesses and uses information ethically, legally and respectfully re·spect·ful adj. Showing or marked by proper respect. re·spect  ful·ly adv. .
Outcomes * Understands copyright, plagiarism Using ideas, plots, text and other intellectual property developed by someone else while claiming it is your original work. and ethical issues * Uses information responsibly Standard Seven The information literate person recognises that lifelong learning and participative citizenship requires information literacy. Outcomes * Locates and uses appropriate information with confidence * Understands the value of information in our society * Values the contribution information makes throughout life (1) Print copies of the Caul Information literacy standards, with a comprehensive introduction, may be purchased from the University of South Australia South Australia, state (1991 pop. 1,236,623), 380,070 sq mi (984,381 sq km), S central Australia. It is bounded on the S by the Indian Ocean. Kangaroo Island and many smaller islands off the south coast are included in the state. Library Holbrooks Road Underdale South Australia 5051 email Jo.Thomas@unisa.edu.au. Those standards am also now available in Spanish and Bahasa Indonesia Bahasa Indonesia (bähä`sä), another name for Indonesian, one of the Malayo-Polynesian languages. Editor |
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