Literacy

Preface
The Society of College, National and University Librarians (SCONUL) has a mission to: 'promote
excellence in library services in higher education and national libraries across the UK
and Ireland'. Including membership from all universities and most Higher Education Colleges, it
works in many areas. Most of this work is carried out in Advisory Committees, each with a
focus on a particular theme.
The SCONUL Advisory Committee on information literacy (ACIL) has been actively involved in
raising the profile of information literacy (the new 'user education') in the higher education sector
since 1997. From the initial creation of a model defining the stages of handling information,
now known as the 'Seven Pillars', the Committee has worked on various aspects of integrating
information literacy into the university curriculum. The model is explained in a Briefing Paper
Information skills in higher education: a position paper (1999), available from the SCONUL
web site (http://www.sconul.ac.uk/), and the Information Literacy section of the site provides
links to papers and conference presentations on many areas of interest, including the measurement
and impact of information literacy, the link with key skills, the relationship with subject
disciplines, and the delivery of information literacy online. The Committee also communicates
with international organisations working in this area, and in the UK liaises closely with the Joint
Information Systems Committee (JISC) and the Chartered Institute of Library and Information
Professionals (CILIP). An updated version of the Seven Pillars model is also available for
downloading from the SCONUL web site.
In recent times, ACIL has turned its attention to the interface between information literacy and
the curriculum. In 2003 a brief email survey of SCONUL members was carried out, inviting
comments on the connections (if any) between information literacy and institutional learning
and teaching strategies. Most respondents felt that this was an area where further work was
required and that some examples of good practice would be helpful. Other respondents clearly
demonstrated that information literacy was already an integral part of the learning outcomes
expected of students.
ACIL discussed these findings, and decided to follow up those universities where there was
evidence of good practice. Six case studies, explaining how information literacy was incorporated
into the curriculum, were invited. All were asked to identify the process taken to devise
suitable learning outcomes with academic staff, and to comment (honestly!) on any obstacles.
Authors were also asked to provide examples of the learning outcomes, or complete module
outlines.
An introduction to the concept of learning outcomes was commissioned from Dr Shân
Wareing, Director of Educational Development at Royal Holloway, University of London, to provide
the academic framework for developing a curriculum for information literacy, whether for
stand-alone modules or within the subject discipline. She has related this to the case studies,
and has also suggested an action plan to encourage the implementation of the ideas.
The resulting collection demonstrates a variety of differing strategies. ACIL hopes that they will
provide comfort for those for whom it has not been plain-sailing, and will inspire others to
develop an approach suited to their own organisation.
ACIL is very grateful to the Higher Education Academy for taking an interest in this publication
at an early stage and for sponsoring its production.
Janet Peters
University of Wales, Newport
On behalf of the SCONUL Advisory Committee on Information Literacy
2 Learning Outcomes and Information Literacy (2004) 05