Developing the Young Workforce evaluation: Evidence synthesis

Developing the Young Workforce programme (DYW) is Scotland’s national youth employment strategy. DYW sets out the Scottish Government’s vision for a world-class vocational education system that supports young people to engage in work-relevant learning, attain industry-recognised qualifications and pursue sustained and successful career pathways. This evidence review, which has been carried out by the Scottish Government as part of the evaluation of Developing the Young Workforce programme (DYW), synthesises evidence collected over the seven-year duration of DYW (2014-2021)

Capturing career information use in everyday life: introducing the CIEL conceptual framework

Everyday career information use is not fully addressed by extant theories, models and frameworks. In this paper, a conceptual framework of career information behaviour and career information literacy in everyday life is presented. Over the course of 2021, a literature review of everyday life career information use was completed. As part of this review, a search for boundary objects was performed, and thematically similar conceptual contributions were mapped. An analysis of the integral components of ten theories, models and frameworks relating to information behaviour, information literacy, information practice and career development was performed with a view towards the development of a conceptual framework.Results. A conceptual framework consisting of two key components – topography and way of life – was devised following analysis. The framework provides insight into the means by which individuals experience career information in everyday life, and the means by which they navigate career information environments. The conceptual framework presented in this paper is applicable to the development of novel career information literacy theories, models or frameworks, or the modification of extant conceptualisations.Peer Reviewe

A sequential explanatory methodology for the study of young people’s career information literacy and career information behaviours

Young people’s career success is predicated on the extent to which they can apply career information to their career decision-making and career development learning processes. Taking heed of the critical importance of career information in career decision-making, the focus of the doctoral work presented in this poster is the identification of means of enhancing young people’s career information literacy competencies. To this end, a mixed methods, sequential explanatory research design is employed in the research. The programme of research consists of two phases: a quantitative phase and a qualitative phase. In the quantitative phase, knowledge of the everyday career information behaviours of Scottish adolescents will be generated. In the qualitative phase, the career information literacy practices and current levels of career agency of young people will be explored. Once obtained, research findings can inform the development of career information literacy support mechanisms

Information literacy impact framework: Final project report

This report presents findings from a review of literature reporting on information literacy (IL) impact. It is intended to deliver considerations towards a framework for impactful IL interventions, including development of parameters to guide impact assessments

Information literacy impact framework final project report

oai:bibnum.enssib.fr:70747Le présent rapport est une étude anglaise sur l\u27impact de l’éducation à la maîtrise de l’information (EMI)

Information literacy and society: A report to present findings from a review of literature on the impact of information literacy on society

This report presents findings from a review of literature reporting on the impact of information literacy (IL) on society. It is intended to deliver considerations on how academic research into IL can positively affect society, building on the 2022 Information Literacy Impact Framework (ILIF) project report (https://napier-repository.worktribe.com/output/2910549/information-literacy-impact-framework-final-project-report).The project team has:•from a filtered set of over 4000 results, developed longlists corresponding to the five topics in the CILIP (2018) definition of IL, totalling 197 items for possible further review•noted research themes, barriers to IL research, barriers to and enablers of shaping information-literate populations emerging from the longlists•filtered the longlists to shortlists, totalling 35 items, for detailed review•classified the longlists and shortlists in two dimensions: geography and method of study•undertaken detailed analysis of the shortlist items.•drawn conclusions on the role of information literacy in society.The core research that investigates the role of IL in society is geographically skewed towards the anglosphere and the first world. The factors causing this skew are unclear, but extra apparent skew may have resulted from this project’s focus on English-language peer-reviewed publications. Education, particularly tertiary education, is significantly over-represented in the IL research literature. Barriers to shaping information-literate populations are raised by issues around IL teaching and structures that could support it, including government (in)action.Other key findings are:•IL research covers a very wide range of topics and contexts.•IL training/education should be delivered by collaboration between librarians and teachers/lecturers, continue throughout education, and be reinforced during careers and lifetimes.•IL research may have indirect impact, e.g. research into improving medical professionals’ IL does not just affect these professionals but also wider society, i.e. their patients.•There are missed opportunities for such societal impact, e.g. where medical professionals do not have IL skills and so may not give their patients the best treatment possible; if citizens do not have health information literacy their health may suffer.•Many of the findings from the ILIF project are validated

The role of information in career development

The role of information in career development has received relatively little research attention. A literature review completed as part of a doctorate in the first half of 2021 indicates that career information features in only a small number of publications spread across Career Studies, Organisational Studies, and Education in the time period between 2000-2021. In many cases, career information has not been the main focus of these publications. It has, instead, been viewed as a by-product of other phenomena. This article contends that information should be treated as central, rather than peripheral, to career development processes

The collaborative use of career information by young people and career advisers: A thematic content analysis of career counselling records

This study explores the career information-seeking behaviours of young people and career advisers. These are examined through the interrogation of a secondary data set held by Scotland's national skills agency, Skills Development Scotland. Descriptive and frequency analyses of engagement records from career conversations reveal three key characteristics of information seeking in career advisory settings: prompted information seeking; information seeking on young people's behalf and collaborative information seeking. The original contribution of this study lies in two novel research foci: (a) the identification of distinct patterns of career information-seeking behaviours and colloquial language which signifies that information seeking has taken place and (b) the consideration of young people and career advisers’ collaborative information seeking behaviours and their roles and functions within the career information-seeking process. These findings have implications for the improvement of career services and the development of career information, advice and guidance (CIAG) policies

Capturing career information use in everyday life: introducing the CIEL conceptual framework

Introduction. Everyday career information use is not fully addressed by extant theories, models, and frameworks. In this paper, a conceptual framework of career information behaviour and career information literacy in everyday life is presented. Methods. Over the course of 2021, a literature review of everyday life career information use was completed. As part of this review, a search for boundary objects was performed, and thematically similar conceptual contributions were mapped. Analysis. An analysis of the integral components of ten theories, models, and frameworks relating to information behaviour, information literacy, information practice, and career development was performed with a view towards the development of a conceptual framework. Results. A conceptual framework consisting of two key components-topography and way of life-was devised following analysis. The framework provides insight into the means by which individuals experience career information in everyday life, and the means by which they navigate career information environments. Conclusions. The conceptual framework presented in this paper is applicable to the development of novel career information literacy theories, models, or frameworks, or the modification of extant conceptualisations