A Draft National Information Literacy Framework (Scotland)
The draft framework funded by Eduserv developed by Glasgow Caledonian University with cross-sector partners and following discussions with SCQF (Scottish Credit Qualification Framework) will be developed using SCQF aims, structure and key features.
The framework will:
- define information literacy learning in terms of statements of skills, knowledge and understanding
- support a continuing learning process through identifying a learning pathway within the context of SCQF as part of an educational guidance or personal development planning process
- map the existing learning that is taking place allocating a notional level to learning outcomes utilising relevant reference points such as the SCQF generic level descriptors with the intention of providing a general shared understanding of each level which can then be linked to academic, vocational or professional practice
- enable the notional levelling process and outcomes to become transparent and clearly understood by other learning providers, receiving organisations and or employers to meet the needs of the lifelong learner more effectively
- incorporate and highlight CILIP's information literacy skills and competences definition and SQA's Information Handling Skills Intermediate 2 qualification .
The target audience for the framework is:
- library and information professionals working in learning and teaching environments / organisations
- learning and teaching organisations e.g. Learning and Teaching Scotland, learndirect Scotland
- organisations involved in qualifications and accreditation e.g. CILIP, SQA
- Working with partners identified information literacy skills and competencies will be converted to draft information literacy framework that will provide notional levels of information literacy skills and competences for all levels of learners and educators
- An evaluation exercise of the draft framework will be carried out, this will involve the project partners, target audience, CILIP IL group, relevant professional bodies and email discussion lists
- Barriers to and constraints on the development of a national information literacy framework will be identified
- Contribution to curriculum development in Scotland and to the teaching and learning of information literacy skills within education
- Contribution to the information literacy agenda on a national and international basis
The draft framework was available for discussion and evaluation by project partners and other interested parties.
The framework has been divided into the following sections:
- Secondary Schools / Further Education Colleges
- Further / Higher Education
- Higher Education
- Lifelong learning including all information-using communities
e.g. community learning and in the workplace
The different sections have common skills running through them as highlighted by the diagram of the different models and definitions used to construct / develop the framework. Although there are differences in the grouping and wording of these skills, the commonality enables these skills to be learnt / developed at different levels within different sectors for information tasks appropriate for that level then further developed to the level other sectors require, thus creating a learning pathway for education or personal development planning process.
Evaluation and presentation of the draft framework
Tuesday 27th March 2007- short paper on The Development of a National Information Literacy Framework (Scotland) presented at LILAC 2007 conference, Manchester Metropolitan University.
Thursday 19th April 2007 - explanatory session and discussion forum/s has been organised for the project advisory group and partners to provide us with:
- Initial feedback on the draft framework
- How they would envisage piloting the framework
- The work involved and what support / assistance they might need.
Project timescale: draft framework September / October 2006 - March 2007
The next stage - a piloting exercise of the draft framework, commenced in the autumn 2007 with project partners followed by an online evauluation.
Christine Irving & John Crawford