Location
CTICC – ROOM 1
Session Number
1A4
Keywords
research support services, advanced information literacy, academic libraries, higher education, postgraduate research, engineering researchers
Description
Efforts to improve information literacy levels in academic institutions are often focused on undergraduate students, and mostly address the improvement of information retrieval skills. This practice is also evident in information literacy programs offered for postgraduate researchers, if offered at all. Although there have been radical transformations in scholarly communication and practice in recent years, there is still an assumption among many that researchers on postgraduate level are sufficiently information literate to deal with the new challenges. A gradual awareness of the unique needs of postgraduate researchers in a dynamic and demanding academic environment is, however, developing. Literature in this regard is, unfortunately, limited and scattered, with the majority of studies performed in academic institutions outside the borders of South Africa.
The aim of this paper, which forms part of an exploratory component of a doctoral study, is to suggest important components which should be included in the framework for planning and ultimately designing an advanced information literacy program focussing on postgraduate engineering researchers. This paper will report on the foundational exploration required to determine what an advanced information literacy program for postgraduate engineering students should entail. This includes: (1) a basic conceptualization of advanced information literacy; (2) a review of reports of information literacy programs aimed at postgraduate researchers; (3) the identification of advanced information literacy activities featuring during the research process; and (4) an encapsulating conceptualization (i.e. definition) of advanced information literacy, building on (1) – (3). The latter could direct data collection from postgraduate engineering researchers on their research information needs and skills to determine their needs for an advanced information literacy program. In this paper issues (1) – (4) are presented as an exploratory framework for a study on designing a research focused advanced information literacy program for engineering postgraduates.
AN EXPLORATORY FRAMEWORK FOR A STUDY ON DESIGNING A RESEARCH FOCUSED ADVANCED INFORMATION LITERACY PROGRAM FOR ENGINEERING POSTGRADUATES
CTICC – ROOM 1
Efforts to improve information literacy levels in academic institutions are often focused on undergraduate students, and mostly address the improvement of information retrieval skills. This practice is also evident in information literacy programs offered for postgraduate researchers, if offered at all. Although there have been radical transformations in scholarly communication and practice in recent years, there is still an assumption among many that researchers on postgraduate level are sufficiently information literate to deal with the new challenges. A gradual awareness of the unique needs of postgraduate researchers in a dynamic and demanding academic environment is, however, developing. Literature in this regard is, unfortunately, limited and scattered, with the majority of studies performed in academic institutions outside the borders of South Africa.
The aim of this paper, which forms part of an exploratory component of a doctoral study, is to suggest important components which should be included in the framework for planning and ultimately designing an advanced information literacy program focussing on postgraduate engineering researchers. This paper will report on the foundational exploration required to determine what an advanced information literacy program for postgraduate engineering students should entail. This includes: (1) a basic conceptualization of advanced information literacy; (2) a review of reports of information literacy programs aimed at postgraduate researchers; (3) the identification of advanced information literacy activities featuring during the research process; and (4) an encapsulating conceptualization (i.e. definition) of advanced information literacy, building on (1) – (3). The latter could direct data collection from postgraduate engineering researchers on their research information needs and skills to determine their needs for an advanced information literacy program. In this paper issues (1) – (4) are presented as an exploratory framework for a study on designing a research focused advanced information literacy program for engineering postgraduates.
