Digital Information Literacy: what is it and how do you get it?

This report supports key findings from the recently released reports on adult literacy and on how e-learning supports adult literacy, language and numeracy. The key thread in all these reports is the strong relationship between digital tools and technologies the development of adult literacy.

Authors: Bronwyn Hegarty and Merrolee Penman (Otago Polytechnic), Oriel Kelly (Manukau Institute of Technology), Lynn Jeffrey (Massey University), Dawn Coburn and Jenny McDonald (University of Otago)

Date Published: August 2010

Executive Summary

Introduction and Problem Definition

Digital information is becoming essential to almost every aspect of modern life which means that there is a need as never before, for learners and teachers who are information literate in a digital context. Tertiary students require digital information literacy, and a degree of skill using computers and the Internet for many aspects of study at this level, for example, enrolment, accessing online course materials, preparing assignments, checking grades and communicating with teachers. The resulting tertiary graduates with digital information capability will be essential players in the workforce in a knowledge-based society.

According to the New Zealand Digital Strategy (Ministry of Economic Development, 2008), there is an urgent need for the key players in a digital future i.e. learners and teachers. This phenomenon was eloquently stated by Marshall (2006): “Critically, capability includes the ability of an institution to sustain e-learning delivery and the support of learning and teaching as demand grows and staff change” (p. 7).

This research project was an investigation of the strategies and tools associated with developing the digital information literacy capability of staff and students from four tertiary institutions in New Zealand. The components of digital information literacy essential for lifelong learning in the workplace, and a comparison of standards with other OECD countries were also anticipated as part of the outcomes. A primary outcome was the development of a definition of digital information literacy for Australasia. This definition was based on findings from the project and existing information literacy standards used by the Australian and New Zealand Institute for Information Literacy (ANZIIL). In addition it was informed by international research in the area of digital information: American Library Association (1989); the 21st Century Digital Information Fluency Model (2009); and the Seven Pillar Model for Information Literacy (SCONUL). The literature review which informed the research project has more detail on these and other relevant research and is published separately to this summary.

Definition of Digital Information Literacy

Digital Information Literacy (DIL) is the ability to recognise the need for, to access, and to evaluate electronic information. The digitally literate can confidently use, manage, create, quote and share sources of digital information in an effective way. The way in which information is used, created and distributed demonstrates an understanding and acknowledgement of the cultural, ethical, economic, legal and social aspects of information. The digitally literate demonstrate openness, the ability to problem solve, to critically reflect, technical capability and a willingness to collaborate and keep up to date prompted by the changing contexts in which they use information.

Research Questions

Four research questions were framed from the areas for investigation identified in the call for proposals in line with the literature review and the expected outcomes for the research.

1. Investigate how staff and students access, and interpret digital information creating their own understandings, using purpose built modules which are customisable and/or Web 2.0 strategies.
2. Ascertain how personal online learning environments and membership in a social networked community can influence digital information literacy.
3. Indicate how important digital information literacy is for lifelong learning of staff and students (including Māori and Pasifika), productivity and innovation.
4. Determine the standard of digital information literacy in the New Zealand academic workplace compared with other OECD countries.

Summary of Key findings

1. Participants rated themselves more highly on several aspects of digital information literacy at the conclusion of the project, and demonstrated an increase in:
   1. Both traditional and digital information skills;
   2. The range of digital information tools and strategies used, e.g., computer conferencing, information sharing sites, online library databases etc.;
   3. Confidence in using tools and strategies to locate, retrieve, analyse and apply information;
   4. Digital information literacy (DIL) scores (95% of participants);
   5. Overall confidence with using ICT methods (mean score changed from 3.3 to 4.0).
   6. Belief and confidence in their own abilities in using ICT (self-efficacy) ;
   7. Aspects of capability associated with DIL (as indicated by the list of dispositions).
2. The dispositions required to obtain an adequate or minimum level of digital information literacy were found to include:
   1. Confidence and belief in own ability (self-efficacy);
   2. A demonstration of openness;
   3. The ability to problem solve and take risks;
   4. Technical capability;
   5. A willingness to collaborate and share; and
   6. The desire to keep ‘up to date’ driven by the changing contexts of information use and requirements.
3. Working collaboratively in a supportive environment as part of a learning community, to explore a wide range of digital tools and their applications, enabled progress in DIL.
4. Dedicated time and supported ‘play’ (provided by facilitators and peers) with a range of ICT tools in the workplace and for study, and permission to continue the endeavour outside formal workshops was essential for developing digital information literacy.
5. Action learning, and the setting of individualised goals for developing skills in digital information, was influential in increasing DIL scores for the majority of participants.
6. Large changes to participants’ digital information behaviour and the skills they used for tasks occurred as a result of a relatively short and intensive period of professional development (with the right conditions).
7. A shift in attitude was demonstrated by the majority of participants and this included growth in confidence, motivation and persistence - aspects of self-efficacy - and a resulting greater belief in their abilities to take on new challenges.
8. The overarching message from this research is that capability, rather than a standardised literacy, is key to success in dynamic technological environments.

Recommendations

There are four main recommendations arising from this research. It is recommended that:

1. Learning programmes intended to develop digital information literacy in tertiary education settings must:
   1. Have personal relevance for individuals and be integrated into everyday, work and study contexts;
   2. Allow learners the opportunity to ‘play’ and engage in supported exploration, as well as exposing them to new tools and strategies for organising a digital PLE or presence in a networked environment (Web 2.0);
   3. Recognise the importance of allocating time for regular face-to-face, (or possibly where appropriate, synchronous online) small group, learning opportunities that provide support for diverse self-directed goals and flexible and collaborative approaches to learning;
   4. Facilitate participation in dynamic learning communities to encourage sharing and collaboration regarding digital information resources and knowledge;
   5. Encourage meta-cognitive awareness of the learning process, through reflective practice and peer communication;
   6. Provide support to allow learners to become comfortable with a digital identity and become familiar with ethical behaviour and etiquette in the digital networked environment; and
   7. Consider the dimensions of digital information literacy, and foster personal capabilities, conducive to success in an ever changing digital environment, as outlined in the definition of DIL developed for the project. (The actual dispositions and skills required are described fully in the project taxonomies, Chapter Three & Appendix 2).
2. Infrastructure at tertiary education institutions should be continually reviewed, in order to capitalise on the benefits of consistent access for staff and students to the latest web technologies, while recognising the ongoing need for security.
3. Educators and information services personnel should continue to engage in discussion and debate with the intention of reviewing and redeveloping a definition of DIL, based on the work done in this project, to underpin future programmes for developing and maintaining the digital information skills and capability of staff and students.
4. Further research is undertaken to clarify some of the key findings and gaps in this project – as outlined in the Conclusions chapter.