AARL

A happy partnership - using an information portal to integrate information literacy skills into an undergraduate foundation course

Jane Hiscock and Philip Marriott

Abstract: This paper reports on a collaboration between two academic teaching staff who jointly co-ordinate an undergraduate foundation course. One aim of the course, entitled 'Computers, Communication and Society', is to give the students experience in and access to the skills required to search, evaluate, manage and save information for later access. The staff utilised their diverse strengths in information management and in electronic publishing to integrate these information literacy skills into the course, via a foundation course portal. The students were consistently taught from and referred to the portal. Suggestions for improving the effectiveness of the portal are discussed.

The development of a basic, transferable set of skills which is acquired by undergraduates for their university career and beyond, has long been an issue in higher education. McInnis notes:

In the last few years, the importance of revisiting the foundational knowledge issue has been heightened by the Government requirement that universities must specify the attributes their graduates should demonstrate as a result of their undergraduate experience. [1]

This is echoed in the recent government document Striving for Quality: Learning, Teaching and Scholarship:

Higher education institutions should produce graduates with skills, knowledge and learning outcomes that promote individual development and that the nation requires for continued economic, social and cultural development. The new century is generating a need for 'emerging skills' and knowledge that have not been previously a focus for higher education. These include initiative and enterprise skills; information literacy and management skills; the capacity for lifelong learning; the ability to be adaptable and 'learn-to-learn' in jobs and roles yet to be envisaged; and skills to work effectively in multidisciplinary contexts. [2]

A number of Australian universities now have statements about the skills their graduates are expected to develop. The University of South Australia currently identifies seven graduate qualities which its graduates are expected to demonstrate. This paper will focus on the second of these as interpreted in the 'Computers, Communication, and Society' course. The graduate qualities are intended as a guide for structuring courses. The other graduate qualities, although also part of the course, are not addressed in this paper.

The second of the graduate qualities is that a graduate of the university 'is prepared for lifelong learning in pursuit of personal development and excellence in professional practice.'[3] This is further developed to emphasise that the graduate:

• recognises the need for information
• accesses information from appropriate sources
• develops skills in using information technology
• critically analyses and evaluates information
• organises and processes information
• applies information for effective and creative decision making, and
• generates and creatively communicates information and knowledge.

George et al, from the same university, argued that information literacy needs to be embedded in the course and described an information literacy strategy for the curriculum. [4] A database resource for teachers called QILLL - Quality Information for Lifelong Learning - is currently under construction. Suggestions about embedding these skills in the curriculum have been followed for this course.

Information literacy

Information literacy is seen here as a set of skills which are incorporated into the wider context of lifelong learning. Current debates about information literacy in university teaching revolve around the collaboration between academic teaching staff and library staff. Peacock[5], Nimon[6], Macauley[7] and Lupton[8] have debated the status of librarians and their role in the academic and teaching and learning environment. Williamson[9] described an online training guide in the use of electronic databases to assist first year media and communication students. Hartmann[10] researched the skills first years perceived as essential to their university career and noted the gap between the students' perception of the information literacy skills needed for university and the skills library and academic staff expected them to have.

All those who come in contact with students agree that lifelong learning skills, including information literacy skills, are essential. Embedding the skills into the curriculum is a strong way to develop them in students. They can be taught the skills in a variety of ways within the curriculum and have them constantly reinforced throughout their academic career.

Computers, communication, and society

The course 'Computers, Communication, and Society' (CCS), which is the focus of this paper, is one of four compulsory foundation courses offered to students undertaking Bachelor of Arts degrees at the University of South Australia. First year students are encouraged to complete the foundation courses in their first two semesters. CCS has large numbers of students, and is offered in semester one of the first university year.

Jane Hiscock, joint course co-ordinator, has a background in information management, knowledge management and communication. This resulted in information literacy being a strong focus in the course. She also has a co-ordinating role for the four foundation courses, which requires her to take an overview of the foundation year and the general skills students are expected to develop. Philip Marriott, also a co-ordinator of the course, has a strong background in education, multi-media and electronic publishing, with skills and expertise in developing online courses.

Together the course co-ordinators developed a course and a foundation course portal which vigorously addresses graduate quality two. It incorporates the emphases of both co-ordinators and gives the students the opportunity to develop strong information literacy skills in both the electronic and non-electronic environments. The co-ordinators agreed to encourage the students to use a variety of electronic information literacy skills to access the essential components of the course, such as the e-reader and the e-lectures. The study guide was only available from the website. This was possible because the course was taught in the computer pools, where every student had their own workstation.

The course integrates information literacy and lifelong learning skills into the curriculum through combined face-to-face and electronic instruction. Students acquire the skills almost incidentally, whilst fulfilling the course requirements. This ensures that their relevance and purpose are clear. The skills are consistently reinforced through the assessment tasks, culminating in the final assessment which uses all the skills developed in the course.

The skills were not called 'information literacy skills' in the course but were introduced on the course webpage within the course context of essential communication skills:

Computers, Communication & Society establishes links between non-electronic (such as interpersonal/face-to-face) communication skills and electronic communication skills (often facilitated by computers) by encouraging you to use these skills in your assessment tasks. These skills are essential for every aspect of life, for study, work and leisure and to successfully initiate and maintain a variety of relationships.

For information about the skills assessed in this course you will need to use the Foundation Portal at [URL]. Here you will find guidelines on writing reports, referencing, searching for information and presenting your findings. [11]

The foundation course portal

This course incorporates the involvement of all the stakeholders in the foundation course, such as teaching staff and the library and the learning connection, by making their contribution accessible on the foundation portal.

The portal exists as a backup and a reinforcement for all the skills across the foundation courses. It is accessible from the individual foundation course websites and is reviewed every semester.

Links to the library home pages and to learning connections (the student learning support centre) resources are discussed in practicals and students need to access the portal to find essential information. This means that the course utilises the portal as a teaching resource so that students become familiar with it and constantly reinforce their own skills by finding their way around the site.

Figure 1

Foundation course portal

The liaison librarian for the school assisted with the development of how-to videos showing how to use the catalogue and databases. There are links to existing library websites such as internet search engines. These are accessible from the portal and supplemented by hands-on exercises in the practicals and the students' own journal reflections. The journal is an assessable component of the course, which encourages the students to complete it.

The course CCS is taught internally from the computer pools. Students are also expected to spend extra time at the computer, either at home or at university. The course emphasises both non-electronic communication skills (developed in face-to-face group work) and electronic communication skills (developed in hands-on computing sessions). Practicals are held in the computer pools and are a mixture of hands-on and small group discussions.

This year the course incorporated:

• the portal (a one-stop shop for the skills required to complete the course requirements, such as word processing standards, referencing, evaluating and searching techniques for the library catalogue and the major databases and search engines)
• lectures (with a voice-over by the lecturer) with some interactive components
• an electronic reader (where students were given a weekly electronic reference to find for themselves)
• an electronic journal for weekly reflections on the course and responses to questions, which becomes a resource on how to use certain computer applications and techniques, for students to keep for later years, and
• familiarity and experimentation with non-electronic and electronic communication techniques for verbal and written communication, such as 3D chat, Voiceboards, e-mail distribution lists and face-to-face presentations.

Assessment

Assessment requirements also reinforced the skills developed by requiring students to use them to present the course assignments in a variety of formats. The skills were embedded in the tasks and were essential to them. The students were required to keep a journal, make two presentations and write a final report, demonstrating their understanding of both skills and content of the course. They also used voice e-mail and 3D chat. The journal was a weekly requirement formatted to a minimum standard and incorporating searching skills for finding information and screen captures taken from electronic exercises, as well as interpretation and analysis of in-class discussions and answers to specific questions from the weekly readings.

There were face-to-face presentations and electronic presentations with voiceover to develop the skills for each. Students were also required to evaluate other students' presentations according to criteria discussed in the practicals. By evaluating other presentations, students reinforced their understandings of the skills required for effective presentations and wrote them in their journal. The final report - on an aspect of computing in society, chosen from some broad topics - required a detailed search strategy and a varied bibliography (from a variety of the sources covered in the course) as part of the assessment.

Search strategies outlined in the report

Comments from the students included here show an understanding of the importance of search strategy and skill development when looking for suitable information for their final report.

I used Google to search 'computers in medicine' [one of the suggested topics for the final report]. After browsing through several websites I became intrigued about diagnosis over the Internet and more specifically telemedicine. An extensive amount of information was retrieved when I used the search term 'telemedicine'. By using the University of South Australia's databases Academic Search Elite and Masterfile Elite to obtain some e-journal articles I found an excessive amount of information. I also used the search terms telepsychiatry and telesurgery as these words had frequently appeared in other articles I had found.

A more sophisticated example:

I explored many avenues to find information on 'computers in medicine'. I searched under 'IVF' and 'ultrasound' in Yahoo...

For information to support my point of view on the availability of IVF, I went to the Australian Bureau of Statistics website. On the website I searched for 'divorce' and found a page on the marriage rate and divorce rate as of 1998.

I was aware of the media coverage on the High Court decision [about single women and IVF]... The local library told me about http://www.newstext.com.au where you can buy old articles on the Internet. I searched for IVF on this website, found the date for the articles and then went back to the library and photocopied the appropriate papers.

And lastly:

Inspiration for this topic [computers in architecture] came from a 1987 ABC documentary on computers in architecture... It should be noted that viewing an 'outdated' documentary may be considered unsuitable for this research report. However, the documentary gave me good insight into how the technology started out as well as what the expected outcomes were.

With the search engine Yahoo, I entered the following search terms to find any information relating to CAD (computer assisted design)

Computer aided design history architecture

CAD+architecture +impact

Computer mediated influence on the architecture industry...

The University of South Australia databases proved to be quite useful. I used 'Academic Search Elite', entering architecture, computer, aided design. Using these search terms I found many e-journal relating to various aspects of CAD in the industry.

Evaluation

As part of their assessment students were required to reflect on the course in their journal. Here are some of the comments recorded by the students in their journals:

This course has given me the skills to use PowerPoint. It has also opened my eyes to the amount of technology we have at out fingertips currently and what will be developed in the future. This gives me the advantage to use this knowledge when assessing other technologies and whether they are suited to my needs at the current time.

Another student felt the course had helped with online database skills:

I know that online databases are essential for university students in all aspects of their education, and with this being my first year it was vital that I learnt how to operate the computing system through this course otherwise I would probably still not know how to. I have used the databases for almost every assignment so far to collate information from e-journals so it was vital to learn this skill.

Two others agreed:

The course taught me how to use the library catalogue and databases and how to do voice presentations. If I was not taught these skills I would have had no idea what to do when looking for information for assignments in other courses. I also learnt a lot about how to communicate with others.

This course has given me greater skills in both the electronic and non-electronic medium. In regard to the electronic medium I now utilise the Internet as a resource for information. I use links and use the University of South Australia Library's databases, which had I not completed this course, would be far too difficult for me to navigate through on my own.

This comment is from a mature-aged student:

During my time studying CCS I have learned many new skills that now make me more confident with the use of computers and different forms of communication. I have learnt about different 'online communities' and how to make the most of a selected medium of communication. I feel this will help me greatly in my university career.

This course has influenced my skills in electronic communication by teaching me skills in how to search databases and library catalogues, which help me in other courses.

Responses to the course evaluation instrument

The student Course Evaluation Instrument (CEI) was accessed electronically by the students for the first time. The response rate was a low 23% (130/558) which suggests that students need to be more familiar with online evaluation to increase the response rate, and that with a voluntary process like course evaluation they feel less pressure to respond.

Overall course satisfaction was 61%, which is reasonable when it is remembered that this is a course students do not choose, but are required to complete.

However, student response to the electronic reader was mainly positive with 78% of the respondents agreeing or strongly agreeing that using it helped them to develop their research skills.

The electronic lectures were also well received, with 63% of the respondents agreeing or strongly agreeing that they were useful. One student noted: 'I like the e-lectures. It allows more flexibility in organising my time in a productive and efficient manner', which is the reason they were made available online.

Response to the portal was more varied, with 45% agreeing or strongly agreeing that it was valuable and 35% feeling neutral about it. The response quoted below was very encouraging, reflecting an understanding of the continued usefulness of the portal: 'I enjoyed it, learnt many skills and will find the portal useful for my other courses.'

The majority of students (74%) felt that the way the course was taught provided them with opportunities to pursue their own learning - the individual lifelong learning emphasis suggested by the graduate qualities. This response is one which the co-ordinators were very pleased to read: 'I refined research skills that will be valuable in future years as a student'.

Discussion

The success of the course in developing information literacy and lifelong learning skills depends on a number of factors: Among these are:

• keeping the portal up-to-date and teaching extensively from it in all four foundation courses, which is very important to consolidate the essential skills needed for undergraduate students
• responding to student and teaching staff suggestions about how to refine and augment the portal
• continued liaison with the library and the learning connection to reflect any changes in their practices and procedures
• reinforcement of the skills by co-ordinating assessment tasks across the courses is also essential for the assessment tasks to complement and further develop but not repeat each other too much, and
• maintain student familiarity with the portal, so that they consistently look to it for advice and trust its authority.

The course is continually revised to reflect the students' increasing familiarity with computer applications and to accommodate their needs. For example, most students now display a facility with basic word processing but need to develop their skills in using EndNote for their larger assignments. In future years the emphasis on non-electronic and electronic communication skills will be maintained through teaching and assessment activities which utilise both, so that the students have a strong suite of complementary skills at their disposal. This can be achieved by teaching skills for electronic searching, evaluation and presentation (including oral and electronic voice) of material and setting assessed activities which require demonstration of the communication skills and processes which led to their submitted work.

Conclusion

Integrating information literacy and lifelong learning skills into the curriculum is a powerful way of encouraging the students to develop these skills. Requiring the students to reflect on the skills they have used, but may not have realised they were developing, is also a useful way to reinforce them.

The portal was conceived as a way of teaching and reinforcing essential lifelong learning and information literacy skills in the foundation year. It was also intended as a way of demonstrating to students the purpose and relevance of the four foundation courses and a resource for students in their later years.

Early response to the portal has been encouraging. Teaching staff, library staff and learning connection staff now have a focus for their contributions to the undergraduate degree and a strong presence on the portal.

Further research is anticipated to measure the effectiveness of the portal by investigating skills demonstrated by students who have completed this course and consolidated the skills in later years.

Notes

1. C McInnis 'The Place of Foundation Knowledge in the Australian Undergraduate Curriculum' Higher Education Policy vol 15, issue 1 2002 pp33-43 p40
2. B Nelson Striving for Quality: Learning, Teaching and Scholarship 2002 Available online http://www.dest.gov.au/crossroads/pubs.htm#quality pix
3. Flexible Learning Centre Information Literacy at the University of South Australia Available http://www.unisanet.unisa.edu.au/gradquals/poster.asp [9/8/02]
4. R George H McCausland D Wache & I Doskatsch 'Information Literacy: An Institution Wide Strategy' Australian Academic & Research Libraries vol 32 no 4 2001 pp278-93
5. J Peacock Thriving for Information Literacy ALIA Information Literacy Forum 2001 online http://www.alia.org.au/groups/infolit/debate.topics/2001.08.p1.html [9/8/02]
6. M Nimon 'The Role of Academic Libraries in the Development of the Information Literate Student: The Interface between Librarian, Academic and Other Stakeholders' Australian Academic & Research Libraries vol 32 no 1 2001 pp43-52; M Nimon 'Developing Lifelong Learners: Controversy and the Educative Role of the Academic Librarian' Australian Academic & Research Libraries vol 33 no 1 2002 pp14-21
7. P Macauley 'Menace, Missionary Zeal or Welcome Partner? Librarian Involvement in the Information Literacy of Doctoral Researchers' New Review of Libraries and Lifelong Learning vol 2 2001 pp47-65.
8. M Lupton 'The Getting of Wisdom: Reflections of a Teaching Librarian' Australian Academic & Research Libraries vol 33 no 2 2002 pp75-85
9. D Williamson 'Library and Academic Collaboration: A Case Study in Teaching Media Communications' Australian Academic & Research Libraries vol 32 no 1 2001 pp53-60
10. E Hartmann 'Understandings of Information Literacy: The Perspectives of First Year Undergraduate Students at the University of Ballarat Australian Academic & Research Libraries vol 32 no 2 2001 pp10-22
11. J Hiscock & P Marriott Computers, Communication and Society, Course Home Page http://www.media.unisa.edu.au/ccs/Week1/default.asp

Dr Jane Hiscock, School of Communication, Information and New Media, University of South Australia, St Bernard's Road, Magill 5072. jane.hiscock@unisa.edu.au.nospam (please remove '.nospam' from address).
Philip Marriott, School of Communication, Information and New Media, University of South Australia, St Bernard's Road, Magill 5072. philip.marriott@unisa.edu.au.nospam (please remove '.nospam' from address).