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Information literacy: a framework for higher education
Christine Susan Bruce
To cite this article: Christine Susan Bruce (1995) Information literacy: a framework for higher education, The Australian Library Journal, 44:3, 158-170, DOI:
10.1080/00049670.1995.10755718
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Information literacy: a framework for higher education
Christine Bruce is a lecturer in the School of Information Systems at the Queensland University of Technology. She has pub- lished widely on various aspects of information literacy and is particularly interested in developing higher education curricula that ensure students learn to be information literate. She developed Griffith University's Information Literacy Blueprint, of which the theoretical framework presented here is the first part.
Manuscript received February 1995.
Information literacy has been a significant issue in the library community for many years. It is now being recognised as an impor- tant issue by the higher education community.
This theoretical framework draws together important elements of the information lit- eracy agenda specifically for tertiary educators and administrators. The frame- work examines three areas of primary concern: the possible outcomes of informa- tion literacy education (through outlining the characteristics of information literate people); the nature of information literacy education; and the potential role of stake- holders (including information services, faculty, staff developers and learning coun- sellors) in helping staff and students to be information literate.
This theoretical framework forms part of the Griffith University Information Literacy Blueprint. The Blueprint was designed between June and August of 1994. The pro- ject, a quality initiative of the Division of
Information Services, was led by Janice Rickards, University Librarian.
S
INCE THE EMERGENCE of the information age, with its rapidly developing information technolo- gies, and ever increasing quantities of information, the need for information literacy in academic, professional and pri- vate contexts has been brought sharply into focus. Effective research, learning, com- munication, decision-making and problem-solving, require individuals to be able to locate, manage, evaluate and use appropriate information from a wide range of formal and informal sources. During the 1990s the need for gradual and continuing development of information literacy in the Australian education system has been established in a range of government reports. Most recently the NBEET report Developing lifelong learners through under- graduate education 1 identifies information literacy as one of four essential elements of the undergraduate curriculum.This emphasis indicates thatinAustralia as well as internationally, information
158 THE AUSTRALIAN LIBRARY JOURNAL AUGUST 1995
literacy and information literacy education are relevant to quality research, quality teaching and learning, and quality information environments. Quality research advances knowledge; people doing this research must be able to access and use appropriate information resources and services. Quality teaching prepares graduates for continued lifelong learning;
it must ensure that students learn to learn from a wide range of information resources.
'Access to, and critical use of information and of information technology is absolutely vital to lifelong learning, and accordingly no graduate ... can be judged educated unless he or she is information literate'2 Quality information environments ensure that the staff and students engaged in teaching, learning and research are appropriately prepared and resourced.
Clearly education needs to ensure that students are able to locate, manage and use information for research, problem-solv- ing, decision-making and continued professional development. Because infor- mation literacy is an important characteristic of lifelong learners, infor- mation literacy education is an important part of all educational curricula.
However, existing literature on infor- mation literacy, is largely oriented towards the school and technical college communi- ty. Although most librarians are familiar with the ideas of information literacy and information literacy education, there is lit- tle to help those in the higher education sector to communicate these ideas easily to their colleagues. Bibliographic instruc- tion literature is too narrow and the few books available are too lengthy to support the rapid communication that is necessary.
The theoretical framework that forms the remainder of this paper represents a syn-
thesis of the available literature on infor- mation literacy. It was developed to meet the needs of members of the higher edu- cation community who wish to understand the nature of information literacy, infor- mation literacy education and the potential roles of stakeholders in furthering the agenda. The framework has been designed to ensure its relevance to people with a range of discipline backgrounds and with a range ofbeliefs about the nature of teaching and learning. It now forms a part of the Griffith University Information Literacy Blueprint that provides a focal point for academic staff, administrators, librarians, staff develop- ers and learning counsellors who are interested in the subject.
Librarians and others looking for a con- cise introduction to information literacy will fmd this to be a useful frame of reference, particularly in relation to the higher edu- cation community, but also in relation to other contexts.
Information literacy theoretical framework
The concept of information literacy has been interpreted in various ways since the early 1970s when it was first considered.
In response to the need to gain consensus on this issue the following definition was developed using the Delphi Technique:
Information literacy is the ability to access, evaluate and use information from a variety of sources.3
This theoretical framework provides a vision of:
• the possible outcomes of information lit- eracy education, through outlining the characteristics of information literate people
• the nature of information literacy edu- cation
lnforrruJtion literacy: a {raTTU!work for higher education
• the potential roles of stakeholders, (includ- ing information services staff, lecturers, staff developers and learning counsellors) in helping staff and students to be infor- mation literate.
Characteristics of an Information Literate Person
Definitions of information literacy pro- vide a useful entry point for understanding the concept. Many scholars, however, pre- fer to describe information literate people.
This section uses the latter approach to pro- vide a broad perspective of the nature of information literacy. The emphasis on description at a generalised level allows edu- cators and information providers to interpret these characteristics in relation to specif- ic contexts and disciplines.
The following is a much quoted - and generally considered to be authoritative - description of an information literate per- son:
To be information literate an individual must recognise when information is need- ed and have the ability to locate, evaluate and use effectively the information need- ed ... Ultimately information literate people are those who have learned how to learn. They know how to learn because they know how information is organised, how to find information, and how to use information in such a way that others can learn from them. 4
In addition to this description we have the following list of attributes provided by an expert panel:
An information literate person is one who:
• recognises the need for information
• recognises that accurate and complete information is the basis for intelligent decision making
• identifies potential sources of informa- tion
• develops successful search strategies
• accesses sources of information, includ- ing computer-based and other technologies
• evaluates information
• organises information for practical appli- cation
• integrates new information into an exist- ing body of knowledge
• uses information in critical thinking and problem solving.5
From these descriptions we can identify seven key characteristics of the informa- tion literate person (Figure 1).
Figure 1: Characteristics of an information literate person
Independent, self-directed learning The information literate person engages in independent, self-directed learning.
Information literacy is an integral part of the profile of a lifelong learner. 6 Information literate people take responsibility for their own learning, and are equipped to learn from the information resources around
them. They seek information for problem- solving and decision making, maintain informal networks of personal contacts, and use a range of strategies for staying up-to- date with developments in their fields of interest.
Implements information processes The information literate person imple- ments information processes. Such people have mastered general information process- es, and specific processes that allow them to successfully use information resources.
General processes include recognising and accepting an information gap, responding positively to the need for information, con- structing alternative strategies to reduce the information gap, evaluating and select- ing a strategy, acting on a strategy, assessing the effectiveness of a strategy (that is, eval- uating the information found), using information (that is, synthesising and com- municating information) and storing the information for future use.7
More specific processes include, for exam- ple, the ability to design and implement strategies for the location of on-line and print information sources; the ability to design and implement strategies for the retrieval of information from community- based resources that are not part of formal, organised information networks; and the ability to use applications software for the management and communication of infor- mation. These processes involve a synthesis of information location, critical thinking and communication skills. They are transfer- able across disciplines or fields of interest.
Uses information technology
The information literate person uses a variety of information technologies and sys- tems. Information technologies make information resources available to us. They
range from print materials, to video, laser disc and multimedia. They include telecom- munications networks that provide on-line access to electronic sources and communi- cation devices. Increasing amounts of information are becoming available. At the same time, technologies are being devel- oped and people must become comfortable with using them. People who are comfort- able with information technology take advantage of new information resources and more efficient ways of using them.
Information systems organise information resources to make them readily accessible.
Such systems operate at a range oflevels.
They include on-line database hosts, libraries, records management systems in hospitals, patents offices, cable television and a range of community organisations.
People who understand the principles along which information systems are organised can access those systems or learn how to do so.
Values information use
The information literate person has inter- nalised values that promote information use. Information literate people are moti- vated to use information technologies, systems and resources. They value obtain- ing relevant information from both formal and informal sources, are open to new infor- mation and the implications for personal or corporate change that it might bring.
They also understand the value of using the means that systems provide, such as thesauruses and keyword access, or sys- tem command languages, to facilitate information retrieval. In addition, infor- mation literate people have attitudes such as 'persistence, attention to detail and scepticism'. 8 They possess 'an attitude that appreciates the value and power of infor- mation'.9
Information literacy: a framework for higher education
Knows the world of information
The information literate person has a sound knowledge of the world of informa- tion. Information literate people are familiar with the many sources available in the world of information, including journals, people, newspapers, archival sources, statistics, electronic newsgroups and bulletin boards, conference proceedings and the sources that give access to them. They are familiar with the way the world of information is struc- tured, how to gain access to formal information networks and how to access information that has not yet entered that arena. Familiarity with the world of infor- mation also involves understanding the system of scholarly communication, index- ing theory, and issues such as intellectual property and other political, social and eco- nomic agendas associated with information creation and provision.
Approaches information critically The information literate person approach- es information critically. A critical approach at all stages of information gathering and use is an essential quality of information literate people. They evaluate their search strategies, the sources they use, the results they achieve and the content of the resources they locate. They 'challenge the validity of information [and) ... seek corroboration before adopting information' .10 Some impor- tant elements of critical thinking include:
determining the factual accuracy of a state- ment; distinguishing relevant from irrelevant information; detecting bias, unstated assumptions or ambiguous claims or arguments; recognising logical incon- sistencies or fallacies in a line of reasoning;
distinguishing between warranted or unwarranted claims; and determining the strength of an argument. 11
Personal information style
The information literate person has a per- sonal information style that facilitates her interaction with the world of information.
Although many descriptions of information literacy reduce the concept to lists ofbehav- iours and skills, individuals, once they have become aware of the world of information and strategies for accessing and using that information, develop their own heuristics, ways of proceeding, or 'styles' for interact- ing with information.
The information literate person sees the world of information in particular ways, and considers research, decision-making and other learning needs in terms of informa- tion problems. In doing so she develops preferred ways of approaching the world of information, its systems, technologies and resources. As a result individuals choose, for example, different entry points to tack- ling an information problem; one may begin with the design of a search strategy, anoth- er may begin with phone calls to personal contacts, another may prefer to browse known resources. Individuals also develop their own styles in other aspects of infor- mation literacy such as the use of technology, or the communication and evaluation of information. Importantly, however, these styles are based on an educated apprecia- tion of the world of information and its organisation.
Information literacy education Education for information literacy in the higher education community is necessary for both staff and students. The goal of infor- mation literacy education is to ensure that people are equipped and encouraged to learn from the range of information resources sur- rounding them. In other words they should acquire, over a course of study or through
staff development opportunities, the char- acteristics of information literate people outlined above. Attention to the informa- tion literacy agenda when designing higher education courses ensures that information literacy is both the object of learning and the medium through which learning takes place.
Information literacy education involves learning to use the formal and informal infor- mation networks available to individuals in their professional lives and as private citizens. Formal information networks are those available through libraries and infor- mation agencies. This involves, for example, access to scholarly and professional infor- mation, government information and information disseminated through the media. Informal information networks are those that provide access to information that has not yet entered the formal chan- nels, or that does not properly belong to those channels.
Thus information literacy education involves the following aspects:
• understanding the nature of the infor- mation society
• acquiring values that promote informa- tion access and use
• being able to implement the processes of identifying an information need
• locating, retrieving, evaluating and syn- thesising the information required
• developing a high level of communica- tion skills, including the ability to communicate with colleagues and infor- mation professionals
• developing a sound knowledge of infor- mation sources, including network sources, and strategies for using them
• developing the ability to manage the infor- mation retrieved through the appropriate
use of, for example, word processors, spreadsheets, and bibliographic man- agement software
• developing a familiarity with the hard- ware of information technology, books, newspapers, videos, compact discs, com- puters and all their accompanying apparatus
Responsibility for information literacy education
For students to graduate having acquired characteristics of the information literate individual, each member of faculty must accept responsibility for information liter- acy education. It is also the shared responsibility of all educators and infor- mation providers. Initiators ofinformation literacy programs require the collaboration oflecturers (discipline experts), librarians, computer scientists, media specialists, and possibly community stakeholders. It is imperative, therefore, that the responsibility for information literacy is shared and imple- mented in a climate of collaboration.
Program initiators, irrespective of whether they are lecturers or librarians, subject or course co-ordinators must structure cours- es to ensure that students have access to required resources and the opportunity to gain the knowledge and skills needed to use them.
Strategies for information literacy education
How can we foster information literacy?
What is called for is not a new informa- tion studies curriculum but, rather, a restructuring of the learning process.
Textbooks, workbooks and lectures must give way to a learning process based on information resources available for learn- ing and problem solving throughout people's lifetimes ... 12
Information literacy: a fra~work for higher education
Taking such a position as a starting point, many strategies can be devised for information literacy education. Courses and subjects should be designed to ensure that students work regularly with relevant information systems and resources. Teachers should remember, however, that informa- tion literacy cannot be the outcome of any one subject. It is the cumulative experience from a range of subjects and learning expe- riences that creates the information literate person.
Teaching strategies that do not foster infor- mation literacy include:
• heavy dependence upon lectures for the transmission of information
• providing all resources required by stu- dents; that is, students are not encouraged to explore the know ledge base of the sub- ject independently
• heavy reliance upon reading lists and/or reserve collections
• failure to explicitly assess information literacy (in subject units)
It should be noted that extracurricular instruction is unlikely to be seen as rele- vant, or used by undergraduate students, unless their courses require them to learn, locate, manage and use information inde- pendently.
Lenox and Walker13 put forward the fol- lowing suggestions to educators who wish to design curricula that meet the challenge of the information literacy agenda:
• We must accept the fluidity of instruc- tion and shift our instructional emphasis from acquisition of a product to execu- tion of a dynamic process.
• We must accept and celebrate the indi- vidual, cultural and ethnic differences, (particularly as those differences are reflected in learning styles) of a multi-
cultural, multi-ethnic student population.
• We must integrate the dynamic infor- mation-seeking process in a learner-based or information-seeker based, curriculum and broaden our concept of available and appropriate information products.
• We must realise for ourselves and com- municate to our students an understanding that in today's society infor- mation is viewed as a commodity, and, as such, it is bought and sold like the product of any other business.
Strategies for information literacy edu- cation across the university include:
• integrating an information literacy com- ponent into curricula, articulated through a course or groups of courses
• integrating an information literacy com- ponent into one or more selected subjects only
• introducing special subjects at one or more levels of a course dedicated to aspects of information literacy
• special cross- or intra-faculty workshops for research and teaching staff provid- ingupdates on information literacy, tools, systems and technologies and informa- tion literacy education
• extracurricular opportunities for stu- dents provided by faculties, learning support counsellors or the division of infor- mation services
• continuing education subjects or work- shops for graduates and members of the wider community
Information literacy education in the academic curriculum
Academic curricula at all levels must encourage students to use information processes in order to learn, as well as pro- viding special opportunities to learn complex information skills.
To achieve this, strategies such as con- tract, resource-based, and problem-based learning are usually more suitable than tra- ditionallecture and tutorial based courses.
Courses falling into the latter category need to focus on using assignments, or other ele- ments that encourage independent learning, to foster information literacy.
In some disciplines, information litera- cy education is seen as relevant, indeed necessary at postgraduate levels. It is essential, however, that undergraduates are also properly prepared to independently seek and use information relevant to workplace and academic contexts. Ideas for incorpo- rating information literacy into curricula need to be developed and shared by all fac- ulty. Some ideas for curriculum enhancement may be found in monographs such as Developing students' library research skills14 and Information literacy: develop- ing students as independent learners.15
Curriculum integration ofinformation lit- eracy requires teaching staff who are familiar with information processes, resources and technologies. Information lit- eracy, like any other form ofknowledge and skills, needs regular updating. Some staff members, educated prior to the emergence of information technology may not be famil- iar with today's information sources and systems. Other staff who are familiar with information systems and sources need to be able to avail themselves of opportuni- ties forupdatingtheir knowledge and skills.
Successful integration of information lit- eracy education also requires students to see their learning environment in partic- ular ways. Students who wish to learn only what they need to know to pass exams, and students who see the teacher's role as transmitting sufficient information to ensure that outcome, are not likely to
respond to the teaching/learning strategies that foster information literacy. Where stu- dents see education as a commodity, they expect to be told what they need to know to graduate, rather than be assisted to become independent lifelong learners. These students are likely to see education based on independent learning from sources oth- er than the textbook or lecturer as irrelevant.
They may resist contexts that favour the incorporation of information education, such as inquiry learning, problem-based or resource-based learning. These problems can sometimes be avoided by ensuring that approaches to teaching and learning, and approaches to assessment, are compatible in the subjects concerned.
Conversely, where teachers' approaches to teaching and learning are student-cen- tred, and where they are committed to students' need for information competence, such programs are usually well received and valued. Adherence to the AVCC Guidelines for effective university teaching, 16 and documents such as HERDSA's Challenging conceptions of teaching: some prompts for good practice11 is likely to lead to the development of teaching contexts that enhance information literacy. Finally, stu- dent learning outcomes in this area need to be assessed in the same way as, for exam- ple, subject knowledge, communication, thinking and problem-solving skills.
Evaluating information literacy education
Where information literacy education is integrated into the curriculum, it will nor- mally be evaluated along with other aspects ofthesubjectorcourseconcerned.Thiscan be achieved in student evaluations of sub- jects and during course re-accreditations.
Special subjects devoted entirely to infor- mation literacy, should be subject to normal subject and teaching evaluations.
Information literacy: a fraTTU!work for higher education
All information literacy programs could be usefully evaluated in terms of students' learning outcomes, appropriateness of con- tent and teaching-learning strategies, according to guidelines suggested by authors such as Ramsden and Dodds.18
Academic courses can be evaluated for their contribution to information literacy education according to some of the follow- ing criteria: 19
• Is the development of information skills identified in subject aims?
• Does the curriculum ensure progressive development of increasingly sophisti- cated information skills?
• Is information competence widely encour- aged in the early years of undergraduate study as well as later?
• Do teaching and learning strategies encourage regular use of information skills?
• To what extent are students required to identify their own learning resources?
• Are the information competencies required for the successful completion of assignments/subjects specified?
• Are strategies in place to ensure that stu- dents learn about relevant formal and informal information sources?
• Are opportunities provided for students to 1earn to learn' about the world of infor- mation?
The roles of stakeholders in fostering information literacy
The goal of information literacy for all members of a university community is achievable through:
• the integration of information literacy edu- cation in curricula
• the provision of information resources and opportunities to learn to access the world
of information, critically approach and use its resources
Various groups in the university com- munity have potential roles in achieving these goals. A range of these are outlined below. These role statements20 are not intended to be prescriptive or comprehen- sive. They provide suggestions and guidelines that groups or individuals may draw on when considering their own role in fostering information literacy.
Co-operation between stakeholders Effective information literacy education depends upon co-operation between infor- mation specialists and discipline experts to achieve curriculum innovations that fos- ter information literacy. Breivik21 describes such co-operation as a partnership between stakeholders with pedagogical expertise, subject expertise and expertise in infor- mation organisation and technology. Such co-operation is likely to occur, and the objec- tives of information literacy education be achieved, in contexts where innovative, stu- dent-centred, approaches to teaching and learning, and innovative user-centred approaches to information provision are val- ued.22
University leadership and its administrative arms
Leaders of the university must foster an appropriate climate - adopt and promote a vision of collaboration. 23 Such leadership may come from influential individuals as well as holders ofhigh office. Such a vision needs to be supported by the commitment of information services, especially univer- sity libraries, and academic boards. The latter may require nominations for new courses to address the question. 'How does this course deal with information and infor- mation literacy in the field?'24 It is a
significant role of leadership to influence attitudes, policies and methods that foster information literacy education.
Administrators should also commit them- selves to providing the necessary infrastructure for resource-based teaching and learning.
Course co-ordinators and lecturers Course co-ordinators and lecturers have a critical role to play in ensuring the infor- mation literacy of a university's graduates.
At subject level, introducing information literacy objectives, accompanied by appro- priate teaching-learning and assessment strategies, ensures that students are exposed to, and begin to value, information process- es and sources. Introducing information literacy aims at course level, although rare, is an even more powerful strategy for infor- mation literacy education. This allows for accountability, co-ordination, efficiency and stability in relation to the information lit- eracy program. The goal of information literacy can be integrated into a universi- ty's academic programs through subject development and redesign, course accred- itation and re-accreditation, as well as through the informal experiments of indi- viduals with a concern for information literacy education.
Staff developers
Where information literacy programs are emerging in the culture of the univer- sity, staff developers can act as consciousness raisers, establish the need for information literacy education for staff and students, and provide forums for learning about ini- tiating such programs. Teaching staff may need to become aware of information processes, systems and resources themselves in order to develop effective teaching/learn- ing strategies. Information professionals
may need to become aware of the potential application ofthese processes and resources to learning contexts. Both groups may need encouragement to adopt student-centred approaches to teaching and learning. Recent research into conceptions of teaching and teaching practice, 25 26 27 28 suggests that not all ways ofthinking about teaching are con- ducive to the design and implementation of information literacy curricula. The view of teaching as a process of transmitting infor- mation has been explicitly identified as a barrier for faculty in accepting such pro- grams.29
Such staff development may occur in a range of ways; indeed strategies for enhanc- ing the quality of teaching and learning are already in place in many Australian universities. The specific role of informa- tion literacy, however, is not commonly considered. Professional development oppor- tunities may also be required for the developers, to motivate and assist them in mobilising colleagues towards an interest in information literacy education.
Student learning counsellors
Student learning counsellors need to be aware of the information literacy require- ments of academic curricula and the skills that students need to meet these require- ments. Learning counsellors could consider including elements that develop students' information literacy within their own pro- grams; developing extracurricular programs in collaboration with information services staff; and alerting students to appropriate extracurricular opportunities. Learning supportcounsellorscaninterveneatalllev- els in relation to information literacy education, including when working with bridging and postgraduate students. They are able to alert librarians, course co-ordi- nators and lecturers to difficulties that students may be encountering.
Information literacy: a framework for higher education
Information services
Information services, especially univer- sity libraries, have a number of roles to play in facilitating information literacy pro- grams. The two main roles are in terms of resourcing and providing leadership for appropriate innovation.
As the access point to the 'universe of information', libraries must be adequate- ly staffed and funded to provide the kind of access necessary.30 Moving away from teaching strategies- focusing on the trans- mission of information and moving towards resource-based learning- has broad impli- cations for university support services, particularly libraries, computing services and audiovisual departments. The nature and range of resources and media avail- able must match the resources and media that staff and students could potentially work with outside the institution. Ideally, the university would model potential best practice outside that environment.
Furthermore the effectiveness of the library should be promoted and evaluated in new ways, for example in terms of impact on educational and research outcomes.
Information services exercise leadership through
• demonstrated commitment to the initi- ation of information literacy programs
• promotion of information literacy through newsletters and annual reports
• developing a program of principles, goals and objectives
• developing strategies for the effective eval- uation of learning outcomes31
Librarians are particularly well placed to foster a climate of collaboration between lecturers, learning counsellors and staff developers. In order to exercise such lead- ership the incorporation of educational
philosophies related to information litera- cy should be reflected in library or divisional mission statements and goals.
Priority should be given to the teaching and staff development role of information services. Librarians and others should be available to advise faculty who are imple- menting information literacy education, as well as designing their own programs for educating staff and students in the princi- ples and practice of information retrieval, management and use. Librarians should also be closely involved in the development, implementation and evaluation of curric- ula. Such involvement may or may not involve direct teaching responsibility, but it is essential for librarians to recognise and take more seriously their staff development role.
Teaching for information literacy requires continual updating of skills and knowledge about the world of information. It requires particular views, and particular kinds of teaching/learning strategies. It also requires an informed understanding of what stu- dents need to learn, how they can best learn it, and how their learning should be eval- uated. Librarians and other information services staff could advise lecturers and course co-ordinators on all these matters.
This may be achieved through a range of strategies, for example workshops on the integration of information literacy in cur- ricula; close liaison with, or 'mentoring' of interested faculty staff; the establishment of networks of teachers interested in infor- mation literacy education; collaborative application for funds to support innovative teaching programs; and publication in both the literature of information science and higher education.
References
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4 American Library Association Presidential Committee on Information Literacy, Final report. Chicago: The Association, 1989, p.l.
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21 Patricia Senn Breivik, 'Literacy in an information society', Information Reports and Bibliographies 20 (3) 1991, pp.l0- 14.
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ln{o171UJtion literacy: a framework for higher education
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24 Hannelore B. Rader, 'Bringing infor- mation literacy into the academic curriculum', College & Research Libraries News 51 (9) October 1990, pp.879-880.
25 G. Dall'Aba 'Foreshadowing concep- tions of teaching' in B. Ross, ed,Research and Development in Higher Education
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STOP!!
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29 D.W. Farmer'Informationliteracy: over- coming barriers to implementation' in Farmer and Mech, op. cit.
30 Breivik, op. cit.
31 Rader, op. cit.
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** 1997 CHURCHILL FELLOWSHIPS **
APPLY NOW FOR:
• overseas travel (about 3 months) • airfares paid • a living allowance • a fee allowance • an open door welcome. Above all, the opportunity to benefit Australian society. Churchill fellowships are open to all Australian residents. Most require no academic or other formal qualifications.
ACT NOW FOR A ONCE IN A LIFETIME OPPORTUNITY!!
For further information and application forms send a stamped self-addressed envelope 24 x 12cms to:
Application Forms
THE WINSTON CHURCHILL MEMORIAL TRUST 218 Northbourne Avenue, BRADDON ACT 2612 Applications close on 29 February 1996.
