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=Institutional policies define expectations for student research skills and information literacy. =

Evidence
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).

What becomes evident from the literature is a raft of issues that reflect the complex relationships involved. These issues include the notions that: critical thinking is integral to information literacy with effective note-taking, for example web-based, being a factor in bringing these together; the librarian’s role is becoming increasingly proactive in regard to online teaching and learning and, as such, contributes significantly to student achievement; students need to be taught information literacy skills within any given discipline to be able to access appropriate information and to make meaning from that information – such information literacy education must be ongoing; and a relational approach (Ramsden, 1988) to e-learning is the most appropriate pedagogically because it is user-centred and produces deeper learning.

‘It is not enough to work one-on-one or to offer an isolated lesson in note taking or Web search engines. People need lessons in the full range of skills, delivered in the contexts of the overall information process, including relevant technologies, and based in real subject area assignments’ (Eisenberg 2008). This needs to be written into policy.

Resources
Rader (2002) compiles a list of institutions with model information literacy programs.

Australian and NZ standards for information literacy exist. See Bundy (2004) for description of the 6 key standards: 1. The information literate person recognises the need for information and determines the nature and extent of the information needed. 2. The information literate person finds needed information effectively and efficiently. 3. The information literate person critically evaluates information and the information seeking process. 4. The information literate person manages information collected or generated. 5. The information literate person applies prior and new information to construct new concepts or create new understandings. 6. The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information.

Furthermore, Bundy (2004) also details how most Australian and NZ universities have been using or implementing the standards from the 1st edition of recommendations.