A Generic Integrated and Interactive Framework (GIIF) for Developing Information Literacy Skills in Higher Education

Abstract

Information literacy (IL) is defined as “the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning” (ACRL 2015, p.3). The term IL was originally confined to library and IT skills (Behrens, 1994; Johnston & Webber, 2003) but has since received increasing international interest. It is considered as an important 21st century skill in combination with critical thinking (Kong, 2014), and is perceived as basic human right within the digital world (UNESCO, 2008). The importance of IL within the contemporary information society has been acknowledged due to its relevance to lifelong learning (Bruce, 1999; Johnston & Webber, 2003; Podgornik, Dolničar, Šorgo, & Bartol, 2016). The IL competency of higher education students is significantly increased by the integration of IL elements in the classroom (e.g. Cochrane, 2006; Kennedy & Monty, 2008; Price, Becker, Clark & Collins, 2011; Kong 2014; Sandercock 2016). However, IL skills of students are often limited to beginner levels (Henkel, Grafmüller, & Gros 2018). Faculty and librarians need to develop a shared understanding of the IL skills and competencies graduates should possess (Sandercock, 2016).\nIn Ireland, the Working Group on Information Literacy (WGIL) was set up to focus on collaborative ways in which IL education can be further developed (O’Brien & Russell, 2012). Thus in this context (and driven by the calls for the development of integrated curricula for IL) we attempt to develop a Generic, Integrated and Interactive Framework (GIIF) for developing IL skills in higher education, with learning and teaching methods informed by the principles of gamification. The proposed GIIF will strengthen the IL skills of DIT graduates, develop their disciplinary expertise and judgment and facilitate them in advancing existing knowledge through innovation.

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