Embedded information literacy: A collaborative approach

Many undergraduate students come to tertiary study directly from school, an institution with very different aims and pedagogical practices. As a consequence new students often struggle to adapt to a new set of learning skills and expectations. The structure of a core subject for the Charles Sturt University Criminal Justice and Policing degrees was revised to incorporate a module designed to assist students in the acquisition and practising of a number of key research and information literacy skills to assist their transition to tertiary study. The project was the outcome of a process of critical reflection and collaboration by academic, learning skills and library staff. Beginning with the Council of Australian University Libraries (2001) model, specific attention was given to the relevance of Information Literacy skills to new tertiary students with the aim of tailoring the provision of these skills as a pre-requisite for life long learning. The review process embedded information literacy as a central component of the subject curriculum. The learning and library science disciplines were drawn together rather than being treated as discrete specialisations. Topics addressed include referencing of sources, critical thinking, the use of on-line citation and full-text databases and the evaluation of on-line and other sources of information. The subject structure will be subject to a continued process of qualitative and quantitative evaluation by students and teaching staff to maintain relevance in a dynamic learning environment.

Publication Source Information
Ambery, D
Manners, J.
Smith, K.
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Title of Journal, Edited book or Conference and Page numbers: 
Critiquing and reflecting: LAS profession and Practice. Non-refereed Proceedings from the National Biennial Conference, ANU, Canberra
Milnes, Stephen
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