Feedback quotes included the following. for improving content were mainly concerned with a desire to know more and the amount that needed to be covered in the time available. This evaluation response clearly shows the success and value of digital literacy provision for researchers and a desire to know more. Information Literacy Information Literacy education is provided through the University Library Service (ULS) and subject librarians work closely with schools to deliver tailored provision to undergraduates and postgraduates. In many schools subject librarians arrange awareness or training sessions within the staff development programme run by the school or at their away day. Subject librarians also systematically invite new academic staff to meet their subject librarian and discuss areas for support in addition to providing consultancy on an ad hoc basis. Subject librarians also contribute sessions to the Research Staff Career Development Programme. As some researchers in the university began their careers some time ago, there may be scope to develop this provision further, particularly with respect to the digital end of the information literacy spectrum. Expert support from librarians is accessible by phone, email, in person or through the virtual librarian service. More information on Cardiff University’s Information Literacy provision can be found at the following locations: Information Literacy in Cardiff University
Recognise the importance of skills in locating, creating managing and sharing information through a variety of digital forms Identify gaps relating to the use, application or development of digital environments and Continuously assess how the use of digital content and could enhance academic practice Recognise where digital solutions can meet a specific information task or need Identify gaps in knowledge relating to digital tools or content Identify search tools for locating quality digital material Assess different digital formats and select those to meet current need Use new tools and technologies as they become available and evaluate them for suitability Assess how online collaboration can enhance academic practice Identify appropriate online search techniques Remotely access external digital sources in order to extend opportunities for discovery Assess which form(s) of digital media best meets the criteria identified Use different online communication approaches to extend reach Assign meta-data tags to content to enable future discoverability Use a range of digital retrieval tools and technology effectively Access, read and download digital information and data Engage in online collaboration and networking to access and share information Assess the suitability of digital content for the intended audience Assess the quality, accuracy, relevance, credibility, format and accessibility of digital material Read online information critically, taking into account access restrictions Maximise discoverability of own digital material using indexing strategies Use appropriate tools to organise digital content and data (social bookmarking, bibliographic software) Cite and reference electronic sources appropriately Manage digital resources effectively taking account of version control, file storage and record keeping issues Personalise the digital environment according to need Communicate effectively in a digital environment, appropriate tools, to meet audience needs, taking account of accessibility issues Confidently use the digital media appropriate for presentation Develop an online personal profile appropriate networks and technologies Stay safe and, if necessary, private in the digital Select appropriate publication and dissemination outlets to information Available at : http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html