Estilo de vida y factores higiénico-dietéticos

Information literacy encompasses skills but goes beyond location skills to concentrate on the bigger picture of information gathering. It stresses the basic concepts of how information is organised, the formats it comes in and the structures used by different disciplines to record and transmit information. A few questions (B 6; 7; 8; 18; 19) in the questionnaire look at how students understand that information comes in different formats; the use and recording of it.

Information literate searchers are conscious of the research process as it takes place. Rather than concentrating on a single method for accessing information, theirs is a holistic view of information retrieval. Question B.1 and 15 in the questionnaire will show what students understand in forming search strategies.

Information literacy encompasses computer literacy. A computer-literate person can manipulate electronic information tools to gain access to information. Computers are part of the wider category of information tools and require their own search methodologies. They are just one of many information resources and should not be awarded greater value than other tools (Thornburg, 1997: 6). Question A10 in the questionnaire will show the computer skills of the students.

2.3 Examples of information literacy objectives

According to Thornburg (1997: 7) and Breivik and Senn (1994), the acquisition of information literacy involves mastery of certain skills, the development of specific knowledge, and the adoption of certain attitudes.

 Skills objectives

Students will be able to:

 Recognise an information need.

 Design a research strategy that identifies the steps necessary to secure needed information.

 Evaluate information and determine its relevance in relation to a given information need.

 Use computerised information tools to locate information.

 Summarise and analyse essential information from pertinent resources.

 Knowledge objectives Students will understand:

 The range of resources in various formats for information-finding purposes.

 The selection of tools such as indexes available to access information.  The organisation of information as it is represented in various access tools

such as catalogues as well as its arrangement within specific disciplines.  The means by which information can be disseminated.

 The publication sequence of information as it is transformed from ideas to the published word in book format.

 Attitudinal objectives

Students will appreciate that:

 An information search takes time and requires persistence.  Self-confidence in finding information increases with practise.

 The information search process is learned gradually over an extended period of time just as the content of any subject area is mastered.

 Carefully scrutiny of information-finding tools and resulting resources is essential to a successful search.

 The information search process is an evolutionary process that transforms over the course of investigation as new information is acquired.

2.4 Information literacy: South African perspective

Although the intent of the South African Department of Education is clear that there should be inculcation of information and computer literacies in schools, in reality it is not so (Hart, 2000: 74). By the time students reach higher education institutions a vast majority of students have had little or no exposure to library and information resources and do not possess the skills to use them. Thus, the burden for information literacy education is greater at tertiary level than one would normally expect (De Jager & Nassimbeni, 2002: 170). The questionnaire (question A6) would reveal how many of the students were taught information literacy at school if any.

The Coalition of South African Library Consortia (Cosalc) (1999) has adopted

information literacy standards in place, in 1997; the South African Department of Education and the European Union Higher Education Program whose purpose was “to help redress the resource imbalances of the past in the Higher Education sector in the historically disadvantaged institutions, highlighted the importance of information literacy in the development program”. Seventeen (17) South African academic institutions hired an information literacy librarian as information literacy education has been seen as an important aspect in the education and training component (De Jager & Nassimbeni, 2002: 172). Yet after 1994 the new government dismissed all the school librarians and the questionnaire (question A6) would indicate whether the students‟ secondary school had a teacher librarian.

As Prem Naidoo (2005) stated that South African first time student entrants needed to make informed decisions about the quality of South African educational institutions and programs which entailed an evaluation of the available information. As higher education universities profess quality, and make information literacy part of their mission statement, it was crucial for students to acquire quality literacy skills. Quality empowerment entailed the ability to participate and shape education. Students are also responsible in shaping quality by making correct choices, and play a positive role in promoting and enhancing the quality of education processes and outcomes.

In recognizing the value of information literacy, a pilot project for information literacy was established in South Africa in 1995. One of the primary objectives of the project – named the INFOLIT Project – was to investigate information literacy programs at higher education institutions (Underwood, 2002). Since then, there have been numerous efforts to establish information literacy programs at higher education institutions in South Africa. In 2001, De Jager and Nassimbeni launched a study at the five academic institutions in the Western Cape. No model for the provision of information literacy programs at higher education institutions existed then and the information literacy skills of students were very poor. They also showed that UWC students lacked information skills, inadequate provision of courses or modules in information literacy. Underwood (2002) identified some problems: the sporadic provision of courses in information literacy in higher education in South Africa; and a general lack of recognition by higher educational institutions of the importance of

information literacy in their mission statements and strategic plans, and that the lack of funds to implement information literacy education played a big role in stagnating all programs related to this initiative. Many South African universities have reviewed their mission statements and have included it.

Sayed (1998: 6 - 7) replied to the above study revealing the significant discrepancies between students from historically disadvantaged universities and white universities. He made it clear that information literacy facilitators in the South African context should recognize the fact that most students did not have equal access and exposure to educational resources of all kinds. Opportunities in which to develop skills were not available to the majority of entrants at the South African higher education institutions. Students brought with them a set of previous experiences, convictions and disciplinary traditions that may either hinder or enhance their learning and these should be taken into consideration in activities aimed at developing information literacy in students. According to Davis (2004: 305) the majority of South African students in academic institutions (especially from disadvantaged backgrounds) are weak in information searching, due to the lack of IT –related facilities in schools. The questionnaire will give a clear indication of how the previous leaning experience will influence the students‟ knowledge and skills in information literacy.

The University of the Western Cape (UWC: 2005) places primary emphasis on “educating for life” and providing “a foundation of skills, knowledge and versatility that will last a life-time, despite a changing environment” in its present mission statement. At UWC, there is some academic responsibility for inculcating information literacy in its students. It‟s department of Library and Information Science is teaching a module in information literacy education to some of its Arts and Education undergraduate students. Some departments in some faculties are attempting to provide information literacy education to their students, and lastly the faculties of Community and Health Sciences (CHS) and Economics and Management Science are providing information literacy education to all its students and staff in collaboration with the librarians.

It is the UWC Library‟s revised mission statement and new strategic plan that responded to this question to enhance teaching, learning and research by providing information literacy skills training to staff and students. The library also play an important role in information literacy as it is a central hub for students to access online materials, personal help, and other information resources.

Thus, a common feature of all academic libraries is their responsibility which is to support the information needs of students. This gives information literacy skills training a vital role to play in achieving this object.