Library

Unit 1: Introduction to Academic Information

Presenter: Mrs N.Kwangwa and Mr G.Chichewo

Email: nkwangwa@uzlib.uz.ac.zw or
gchichewo@uzlib.uz.ac.zw
 Presentation Overview

Introduction to Management of Academic Information

Learning outcomes of the Module
Structure of the Module
Conceptual Framework
Introduction to Unit 1
Learning Outcomes
Academic Information Environment
Importance of independent learning skills
Role of scholarly and popular information
Conclusion
References and Recommended Reading List
Introduction to the Module: Management of Academic
Information
The module in Academic Information Management will provide students
with the knowledge and skills needed to locate, manage, and use information
for research, problem-solving, and decision-making.

Students will learn how to manage information using Information and

Communication Technology tools and applications.

Students will also learn how to use citation styles appropriate

for their discipline.
 Learning Outcomes
After successful completion of this module students should be
able to:
Define the information need for the research question/topic in a field of
study
Develop awareness of the current state of knowledge in the subject area
Determine the scope and depth of the required academic information
sources
Cite appropriately using discipline specific citation style
 Structure of the Module
UNIT 1: Introduction to Academic Information
UNIT 2: Understanding Information Need
UNIT 3: Information Sources
UNIT 4: Finding Information
UNIT 5: Evaluation of Information Sources
UNIT 6: Plagiarism, Referencing and Citation
Conceptual Framework Underpinning the Module

This module was designed on the foundations of the Association for Research
and College Libraries’ (ACRL) Framework for Information Literacy for Higher
Education (ACRL, 2016).

Based on the Framework, information literacy is viewed as a "set of integrated abilities

encompassing the reflective discovery of information, the understanding of how information
is produced and valued, and the use of information in creating new knowledge and
participating ethically in communities of learning".

The module is premised on the view that education needs to ensure that students are
able to locate, manage and use information for research, problem-solving, decision-
making and continued professional development.
 Pedagogical Aspects
This module's content is based on the ACRL's pedagogy guidelines for information literacy training, which
emphasises the best practices outlined below:

Employing diverse approaches to teaching and learning in order to improve student engagement

Emphasising learner centred approach

Commitment to inclusive learning environment

Use of relevant and appropriate information technology and other media resources to support
pedagogy and learning
Promoting critical thinking, reflection, and recursive learning

Activity oriented
 Frames for Information Literacy Concepts

The ACRL Framework for Information Literacy in Higher Education is organised into six frames, each
consisting of a concept central to information literacy and a set of knowledge practices and dispositions in
which learners can increase their understanding

• Authority is Constructed and Contextual (Unit 5)

• Information Creation as a Process (Unit 5)
• Information has Value (Unit 6)
ACRL Frames • Research as Inquiry (Unit 1, 2, 3 & 4)
• Scholarship as Conversation (All Units)
• Searching as Strategic Exploration (Unit 4)
 ACRL Frames and Related Knowledge Practices

Concept Knowledge and Abilities of Expert learners

Authority is constructed Expert learners understand the need to critically examine
and contextual all information based on the origins, context and suitability
for the current information need
Information creation is a Experts look beyond format when selecting resources to
process use; elements of the creation process such as reviewing
process are considered indicators for quality
Research is inquiry Experts see research as a process that focuses on problems
or questions in a discipline or between disciplines that are
open or unresolved.
 ACRL Frames and Related Knowledge Practices
Cont…
Concept Knowledge and Abilities of Expert learners
Scholarship is Research is a discursive practice: ideas are formulated, debated,
conversation and weighed against one another
Searching is Searching is nonlinear. Experts may search more broadly and
strategic deeply to determine the most appropriate information within
exploration the project scope
Information has As creators and users of information, experts give credit to the
value original ideas of others through proper attribution and citation.
 Introduction to Unit 1

At tertiary education, every student is required to conduct

research in their academic careers at one point or another.
This unit provides an introduction on the subject of
academic information.
 It seek to help students develop an appreciation of the
academic information environment and reflect on important
academic skills required to transform individuals from a
novice learner into an expert learner.
 Learning Outcomes
By the end of Unit 1, students will be able to:
Develop an appreciation of the academic information environment
 Recognise the significance of independent learning abilities.
 Academic Information Environment

 The term academic is used to describe activities that relate to the work done in colleges,
and universities, especially work which involves studying and reasoning
At secondary level, you were probably used to structured learning, with teachers setting
homework for students and helping to plan project work
At university, the formal teaching you receive will often only give you the background
knowledge.
To succeed, you will be expected to complete your own reading and research around
topics, to fill in the detail and develop your thinking further
Research is a highly systematic process that focuses on a specific problem and aims to
solve it using scientific methods
 Academic Information Environment
Cont…
The university learning environment involves
lectures, seminars, presentations, class discussion,
group and team activities, tutorials, on-line
activities, independent research and practical
projects.
This environment requires independent learners
(learning on your own, motivating yourself to do
your own work, studying in your own time).
 Importance of independent learning skills

One of the most important skills needed for research is independence

Research independence means that you are capable of managing your own work
and time without someone looking over you.
The increasing demand to move towards self-sufficiency is because:
Technological developments have created opportunities for students to access
information resources at a time and location convenient to their needs
New approaches to working, such as evidence-based practice, place an emphasis on
information and knowledge
The need to enable students to access accurate, timely and high quality discipline
specific information
 Role of scholarly and popular information

You will often be required to use scholarly information in your assignments.

Scholarly information is written by people who are also experts in that field, and is
an authoritative source of information.
Scholarly articles often go through a formal peer review process.
Usually appear in academic journals
 Role of scholarly and popular information
Cont…
Popular information
 Popular information is written at a level that can be understood by the general
population.
Use every day language
Popular information can help you understand a topic, but does not have the same level of
authority, depth or academic rigour as scholarly material.
Popular information may appear in magazines as opposed to journals.
 Conclusion
In this session:
◦ You were introduced to the Module of Academic information and the
underpinning conceptual framework
◦ We looked at Knowledge and abilities of expert learners
◦ You were introduced to the subject of academic information environment
◦ We discussed the importance of independent learning skills
◦ We also looked at the role of scholarly and popular information in
addressing academic purposes
◦ The next Unit is on Understanding Information Need
 References and Recommended Reading List
Association of College & Research Libraries (2016) Framework for Information Literacy for
Higher Education. Available at: https://www.ala.org/acrl/standards/ilframework (Accessed:
24 September 2021).
Cartelli, A. (2013). Fostering 21st century Digital literacy and Technical competency. IGI
Global.
Mizrachi, D. and Bates, M.J. (2013) Undergraduates' personal academic information
management and the consideration of time and task‐urgency. Journal of the American
Society for Information Science and Technology, 64(8), pp.1590-1607.
Ranaweera, P. (2008) Importance of information literacy skills for an information literate
society.