EMM v2.3 L6

'''L6. Students are provided with support in developing research and information literacy skills'''

Background
Information and communication technology (ICT) has revolutionised the meaning of literacy and research. ICT has not only changed ways and means of accessing and using information, it is changing how information is understood. Information literacy, alone, is insufficient, information competency is now required. Learners must think critically and coherently about finding, evaluating, using, and managing information: ‘As information resources and the tools to find them grow and increase in complexity so, too, do the means by which we help our students understand how to find and use them effectively’ (Goetsch and Kaufman, 1998, p. 162). It cannot be assumed that students are ‘so computer literate that they do not need library research classes’ (Salisbury & Ellis 2002). This entails that students must be provided information on how to access course content, particularly if a variety of computer-based sources and tools are used.

Despite the popularity of the "Digital Native" concept (Prensky, 2001) investigation of student information use suggests that students need assistance in developing critical information skills, including the evaluation of the credibility of the source of materials (Kuiper et al., 2005; Williams and Rowlands, 2007). The popularity of common Internet search engines is both seductive and deceptive for students, according to Scott and O’Sullivan (2005). The problem, they say, is not access to information but efficiently and effectively finding specific and suitable information.

Evidence of capability in this process is seen through the provision of resources on conducting research, resources on finding content and other information via links to suitable databases, instructions on where to find suitable books and support materials provided by groups such as libraries on information literacy skills. Development of skills in identifying useful materials and more general research skills should also be reflected in the assessment tasks of a course and the associated marking and feedback rubrics. Information literacy and research skill development should be reflected in the learning objectives either implicitly or explicitly. Teaching staff are provided with templates, examples, training and support in using the range of information resources available to support student learning. Explicit guidance and support should be provided to staff and students with policies and examples on intellectual property aspects, particularly copyright and plagiarism.

Related Guidelines and Standards
This process is informed by: Quality On the Line: Benchmarks for success in internet-based distance education (Merisotis, J. P., & Phipps, R. A., 2000) teaching/learning benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002); Australian National Training Authority, quality assurance information kit: Training package support materials (2002) and; Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003).