Information Literacy Impact Framework

Introduction and Objectives

Information literacy (IL) is an essential capability for modern life, including education, work and leisure. IL interventions are thought to impact on society by facilitating meaningful engagements with information (Khan & Idris, 2019; Sundin et al., 2008).

There has been much research into IL interventions in higher education. However, the impact of IL interventions in other settings is not well understood. One factor is the lack of an agreed definition of IL intervention impact and parameters to guide impact assessments, including whether these encompass both positive and negative effects; intended and unintended consequences; social, economic, cultural, environmental, or technological dynamics; and short-term and long-term processes.

There is thus a rift between the assumed value of IL in different areas of society, and what can be evidenced. This was addressed in this project by posing two research questions : (1) ‘How is impact defined in IL interventions?’; (2) ‘What are the success factors behind impactful IL interventions?

Methodology

A literature review of research published in English was undertaken using the databases LISTA and Web of Science, and search-terms developed from the research aims: assess, benefit, effect, evaluat*, impact, indicator*, measur*, monitor*, outcome, output, result. Results without ‘information literac’ in the title or abstract were removed, as were duplicate results and all results predating 2005. This led to 3707 items. A longlist of 170 items was created by independent reading of titles and abstracts, with discussion between the researchers in cases of disagreement. A shortlist of 26 items was created by independent assessment of each longlist item’s significance, quality and rigour. Shortlisted items were then examined for references to impact assessment methods and the types of IL impact reported.

Outcomes

RQ1: Impact is evaluated (hence defined) in terms of immediate activities, not longer-term benefits. Examples include (a) use of IL skills by students after participating in an IL project, but not effect on grades; (b) use of library facilities by student nurses, not impact on nursing capability.

RQ2: While not all shortlisted papers report how projects generated impacts, nor how these were evaluated, the emergent components of impactful IL interventions are: evaluation of effectiveness and outcomes; choice of clear frameworks and structures to measure impact; ensuring integration and relevance of the intervention; collaboration between stakeholders; design of content and delivery methods; management buy-in and budget; repetition and follow-up.

All of these components apply to any project, but ‘repetition and follow-up’ is worthy of further study in the IL context, e.g. when and how this should be delivered.

References

  • Khan, M. L., & Idris, I. K. (2019). Recognise misinformation and verify before sharing: A reasoned action and information literacy perspective. Behaviour and Information Technology, 38(12), 1194–1212. https://doi.org/10.1080/0144929X.2019.1578828
  • Sundin, O., Limberg, L., & Lundh, A. (2008). Constructing librarians’ information literacy expertise in the domain of nursing. Journal of Librarianship and Information Science, 40(1), 21–30. https://doi.org/10.1177/0961000607086618

Bruce Martin Ryan, Peter Cruickshank, Marina Milosheva
Edinburgh Napier University, Edinburgh, UK

en_USEnglish
Scroll to Top