The development of student learning and information literacy: a case study

Rahanu, Harjinder ORCID: https://orcid.org/0000-0002-3620-8036, Georgiadou, Elli, Khan, Nawaz, Colson, Robert ORCID: https://orcid.org/0000-0002-5094-5497, Hill, Vanessa ORCID: https://orcid.org/0000-0003-3030-4593 and Edwards, J. Adam ORCID: https://orcid.org/0000-0001-9536-6782 (2016) The development of student learning and information literacy: a case study. Education for Information, 32 (3) . pp. 211-224. ISSN 0167-8329 [Article] (Published online first) (doi:10.3233/EFI-150959)

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Abstract

Literacy is a fundamental human right. When exercised it improves an individual’s life chances by achieving their personal, social, occupational and educational goals, and opening opportunities for social, economic and political integration. In an information and knowledge society, there is a salient need for Information Literacy (IL). IL can be defined as knowing when and why one might need information, where to find it, and how to evaluate, use and communicate it in an ethical manner. There is a need for undergraduate and postgraduate students to demonstrate a competency with IL skills. For example it is essential for the student to develop a thesis statement and to consequently search, organise, share and evaluate the results.

In this paper we present a case study highlighting the role of Library and Student Support (LSS) based at Middlesex University London. LSS works in conjunction with University Departments and leads on the development and implementation of a coherent and strategic approach to improving learner competencies. These are identified through the development and implementation of relevant University policies and strategies. We argue that other Higher Education institutions may benefit from our experience of implementing IL policy in collaboration with a Library and Student Support service.

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