There have been a number of milestones promoting information literacy in Australia. Listed below are excerpts from significant reports into educational delivery in the higher education and vocational education sectors.

The Finn Report (1991) 1

"The committee recommends that the AEC and MOVEET endorse the following Key Areas of Competence as essential for all young people engaged in post-compulsory education and training: (...) Language and Communication (including) Accessing and using information"

The Mayer Report (1992) 2

Key competencies include:

Collecting, analysing & organising ideas and information: (and definition) The capacity to locate information, sift and sort information in order to select what is required and present it in a useful way, and evaluate both the information itself and the sources and methods to obtain it.

Communicating ideas and information: (and definition) The capacity to communicate effectively with others using the range of spoken, written, graphic and other non-verbal means of expression.

The Candy Report (1994) 3

"The following findings emerged from the study: (...) Access to, and critical use of information and of information technology is absolutely vital to lifelong learning, and accordingly no graduate--indeed no person-- can be judged educated unless he or she is 'information literate' and, to an extent computer literate as well;"

The West Report (1998) 4

"The Review Committee believes that, ideally, every graduate with a first degree should have acquired the following attributes: (...) Research, discovery, and information retrieval skills and a general capacity to use information;"

Institution of Engineers Australia (1999) 5

National Generic Competency Standards: For Stage 2 Professional Engineers, Engineering Technologists, Engineering Associates, and the Advanced Stage Engineer Competency Units and Elements. Self management in the Engineering Workplace.

PC3.3 Manages information
a. Locates and reviews relevant information
e. Analyzes information

The information that Professional Engineers are required to select and manage may include products, techniques, processes and theories as well as creative ideas. Sources of information include other Professionals, the Internet, journals, and expert reports.

1. Australian Education Council. Review Committee (1991) Young people's participation in post-compulsory education and training/ report of the Australian Education Council Review Committee. [Canberra: Australian
    Education Council]

2. Mayer, Eric. (Mayer Committee) (1992) Putting general education to work: the key competencies report.
   [Melbourne?: Australian Education Council and Ministers for Vocational Education, Employment and Training]

3. Candy, P. (1994) Developing lifelong learners through undergraduate education. [Canberra: Australian
    Government Publishing Service]

4. Higher Education Financing and Policy Review Committee (1998) Learning for life: final report: review of higher education financing and policy. [Canberra: Dept. of Employment, Education, Training and Youth Affairs]

5. Institution of Engineers, Australia [1999] National generic competency standards for stage 2 (professional engineers, engineering technologists, engineering associates and the advanced stage engineer.).  [Barton: Institution of Engineers, Australia]