Information Literacy
It is important to realise that researching or looking for information on a topic is more than just typing a few keywords into the library catalogue or other tools. You will always get results from the catalogue or a periodical database by just doing very basic searches that you didn’t have to think about. But your searches will probably not find many valuable resources or will list so many that it would be very difficult to select the most relevant and appropriate resources for your assignment.
We live in the age of the information explosion, and we can easily get confused and distracted by the huge amount of information out there. Often, for any topic, there is a very large quantity of available information, but of uncertain quality. Or, on some topics, most of the easy-to-find material is produced to support one side of an argument, regardless of the genuine merits of the case. By becoming information literate and developing efficient search strategies you can ensure you use your time as efficiently as possible to find relevant resources.
Knowledge and information is organised in different ways depending on the discipline area. You will need to be aware of those particular ways when searching in specific disciplines, like Law or Psychology. You must also be able to distinguish between disciplines during the more general searches. This helps you in recognising which discipline will give you the more relevant information.
This Researching component is based on the Information Literacy guidelines produced by the Council of Australian University Librarians (CAUL). Information Literacy is recognised nationally by universities as being an essential “graduate attribute”. The full version of these standards can be found on the CAUL website (word document).
You are not expected to learn all the standards but you should be aware that researching, or being information literate, is more than just being able to find books or articles. It is about thinking critically and evaluating what you find. When you are searching for resources it is, therefore, important to keep the key points of information literacy in mind.
Some key points of Information Literacy
Where to start or recognising a need for information - One key aspect of this is the ability to recognise when there are serious problems with, or gaps in, the information found – and to revise the search strategy appropriately and perceptively.
Searching thoughtfully - Though your search makes use of computers – machines – it should never become mechanical. The computers should be clearly recognised as tools only, to enhance your searching ability. They will never understand, in any genuine sense. You need to work towards understanding your topic, and the best ways of searching on it. You also need to understand how computerised information retrieval systems search for the statements and keywords you enter into them.
Evaluating information - Evaluating information can often be difficult and complex; without a solid background knowledge of the subject you may not be able to get very far. Evaluation criteria need to be applied with a good deal of common sense.
In all cases – whether it’s a question of evaluating books, articles or websites - it needs genuine attentiveness; a real interest in trying to find out, or at least get closer to, the truth of the matter.
Some Frequently Asked Questions
In travelling the world of information, what is the role of computers?
Computers and online catalogues, databases, search engines are tools to be used to enhance the human capabilities of searching. These tools do not understand anything - it is people who understand.
Should the same methods be followed in researching all topics?
No. The best ways of searching are different for different disciplines and topics. Library catalogues, article databases and the Internet can still be used universally, but with different emphases and methods according to topics. It should also be clearly realised that there are other, additional ways of searching as well.
Does information literacy lead to an in-depth understanding of issues?
Not necessarily, but it can be a vital step towards such an understanding. If applied superficially, it can even lead away from understanding, as memorably expressed in the line from T.S. Eliot: Where is the wisdom we have lost in knowledge? That is why searching and evaluation should not be done in a mechanical and superficial way. Rather, genuine thoughtfulness and concern for searching for the truth of the matter are needed.
Activity
Understanding how information is produced and communicated
Travelling the world of information in an age of information explosion means that you can easily get buried under the rubble. Often, for any topic, there is a very large quantity of available information, but of uncertain quality. Or, on some topics, most of the easy-to-find material is produced to support one side of an argument, regardless of the genuine merits of the case.
Suppose your assignment asks you to discuss a particular book published a few years ago. During an initial search you see that almost all the 20 articles are discussing or reviewing it, and are supportive of the book's main arguments.
What should you be prepared to do next, and why?
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Preparing to recognise the gaps in information found and to revise the search
You should not expect to gather enough relevant, appropriate and reliable information on one short journey of searching. It's best to start out on a search with the clear recognition that at the end of your expected route you will have to take a careful look at what you have found - and very likely you will need to go some way back, perhaps right to your starting point. From there you will need to start off again, perhaps in a different direction, in any case looking for the kind of information you haven't yet found.
Searching for information on ethical issues of genetic manipulation in human beings, suppose you find after quite a bit of searching using your original keywords and search phrases that you have sufficient material emphasising the science involved, but not enough addressing the underlying social and ethical principles properly.
What could you do now?
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Evaluating Information
You have another problem. You have heard from various sources, and found yourself, that you have to be careful about Internet materials, because anyone can put up a webpage, it is all uncontrolled. Your are not naive about stories in the mass media either: you know they are frequently biased and inaccurate. But you are unsure about what you should do with books and articles written by academics. Can you assume that they are all valuable and trustworthy, and that you doesn't really have to bother trying to evaluate those?
What do you assume? Do you need to evaluate all the sources of information gathered?
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Simple Quiz
1. "Scientists say..." is a frequent turn of phrase used in the media. If it's not indicated which scientists say so, with what degree of credibility, in what exact circumstances or context, what degree of authority supports that statement?
Click the correct answer
Reflection
The above points about information literacy need to be applied and reflected upon during all parts of the research process. The second point, Searching thoughtfully, is particularly important to remember when searching all computerised information retrieval systems (e.g. library catalogue and periodical databases).