L6 3 5

=Institutional policies define expectations that courses include research activities. =

Evidence
Mittermeyer & Quirion (2003) use a 20 question quiz to study information research skills of first year undergraduates in Quebec. They conclude, ‘Despite the limited number of variables in this study, the results indicate that a significant number of students have limited knowledge, or no knowledge, of basic elements characterizing the information research process’ (p. 7). And recommend, (1) regular evaluation of the information research literacy of first-year undergraduate students upon entrance to university; (2) participation of a library representative in the various program committees; (3) successful completion of a test to measure information literacy competencies during students’ first year of studies; (4) incorporation of information literacy instruction into academic programs at the undergraduate and graduate levels.

Healy (2005) argues that undergraduate students benefit from actively being involved in research, particularly through inquiry and problem based learning. An increasing amount of evidence shows that students benefit from active engagement in the research process. Teaching and research are becoming increasingly entwined. All students have to be researchers particularly to deal with uncertainties as subject matter advances.

Johnston and Webber (2003) note the emphasis on integrating personal abilities for recognising, locating, and evaluating, which distinguishes literacy capability from information searching or finding skills (p. 337). They propose that information literacy education requires more than a surface learning approach, rather, they suggest that ‘a framework for information literacy education through a student’s career is needed’ (p. 347).

Snavely (2001) suggests that, in addition to assessing all students’ basic information literacy skills, faculty and librarians should also work together to develop assessment instruments and strategies in the context of particular disciplines, as information literacy manifests itself in the specific understanding of the knowledge creation, scholarly activity, and publication processes found in those disciplines.