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The need for the curriculum to be embedded into the academic curriculum was mentioned by almost all experts. The idea that information literacy could or should be taught in isolation from an academic discipline was not advocated.
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Collaboration between academics, teachers, learning developers and librarians, not only in terms of drawing up the curriculum but also teaching it, was suggested.
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Academics are involved in developing a curriculum to meet the University’s learning and teaching strategy, assisted by librarians and educational developers. The academics are embedding it in the curriculum with advice from the librarians. This means that students don’t see something separately labeled “information literacy” as opposed to academic learning.
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. should be embedded within the core subject discipline curriculum so that examples can be course specific and that info lit can be made apparent at point of need and not as a separate (and poorer) cousin.
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to allow different teachers to adapt the curriculum to their own teaching style.
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I believe information literacy has to be context‐sensitive both in subject but also individual experience.
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he need to build on knowledge over time and to ‘scaffold’ the learner with greater levels of support in their first year or at critical points in their career was highlighted. However,it was important for the curriculum to be coherent and to ‘fit together’ and as one expert said:
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No longer should the library be trying to sell its resources as part of information literacy instruction. Rather than focusing on resources, IL instruction should be focusing on habits of mind. Librarians’ role as a guide through the information landscape should not be touted but demonstrated.
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The IL curriculum needs to consider the whole students information experience – skills are just one aspect.
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Collaboration between different groups of staff was considered to be extremely important in terms of the successful implementation of any information literacy strategy or curriculum.
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student‐centred approach’.
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experts were clear that information literacy should be timed to happen at the point of need, but also that it should extend beyond simple induction.
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Effort needs to be made to embed IL into the curriculum at later stages as well.
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scalable approach.
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Collaboration between library staff and academics was widely advocated, with many experts recognizing the role that learning developers, IT staff and also students could play.
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work together to integrate it into the learning experience.
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Many experts felt it was critical to the success of a programme that an audit of student abilities was carried out at the outset, to help better understand the needs of the students and any gaps in their knowledge. It would also help in planning more meaningful sessions, as otherwise itwas very easy to make assumptions about what students might know
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the concerns of the different stakeholders were considered.
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For students the key is to make them see that IL expertise will improve their grades. Students will respond to this most of all. There is some evidence that the term ‘information literacy’ has no currency with students (maybe not academics either), so while we can use it to coordinate efforts within the library, avoid using it externally. We need to show how the library adds value ‐ and increases marks.
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Librarians are no longer seen simply as gatekeepers of information, but partners with faculty helping to facilitate learning.
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The experts talked about a reluctance by some librarians to regard teaching as part of their role and a lack of confidence around more discursive teaching techniques
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there is a danger ofconfusing IT awareness with information literacy.
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the digital natives literature has vastly over‐rated info skills of young people, and also they may think they have better skills than they do. At the same time you have to appreciate that some students will be highly skilled online and any introduction that begins at too basic a level will put them off.
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Experts agreed that independent learning and information literacy were closely linked: Information literacy creates an independent learning style which can become a self sustainable habit thorough life which must surely be considered as a desirable graduate attribute.
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Experts were unanimous in the need to include evaluation skills in the information literacy curriculum.
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Rather, it emphasises the need for students to appreciate a wide range of resources used by researchers in their field, although some of those described below might be valuable for students in a variety of different academic disciplines.
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intense, deep research skills are lacking. Being able to find not just "good enough" sources but the best sources is critical.
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Many librarians might traditionally regard managing information as being solely about bibliographic management, but file management, management of web resources and also developing an understanding of how to keep up to date, should form a fundamental part of the curriculum.
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Traditionally this might include an understanding of plagiarism, and citation and referencing techniques.
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Sharing information appropriately also forms part of the ethical use of information.
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The need to present like someone on TED talks. Is presentation an information literacy skill? It's a digital literacy skill. Being literate in the tools, modes and reach of your presentations (slideshare, podcast, recording and rights.)
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I don’t know howyou get across to people that it’s not simply about finding the answer, it’s finding your voice to make a valid answer.
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Managing your online identity, web presence or ‘digital footprint’
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rodusage ‐ not a consumer but not a producer either ‐ ideas of production and consumption are pre‐internet concepts. Forces of publication/dissemination now much more wide‐spread, democratized. “Produsers” produce and use at the same time. IL is beginning to sound a bit stale
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I suppose the idea of synthesising information from different sources – students really struggle with this ‐ the ideasof looking at two different sources and evaluate them – even if its not evaluating for quality, they might both have different opinions about something. Compare and contrast – that idea.
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Part of it is developing citizens that are aware and socially conscious ... being an information conscious person and an IL person when it comes to elections and major issues like a referendum.... It’s ina much broader sense we are talking about when we talk about IL.
