2015
INNOVATIVE TEACHING
SEMINAR SERIES
A collaboration between the
Higher Education Faculties
and the
Office of Learning and Teaching
Embedding digital information literacies
Liaison Librarian Team
Bernadette, Bandana & Michelle
A C D U S T U D E N T R E T E N T I O N P R O J E C T I N I T I AT I V E
What is digital information literacy?
Is it important? Why or why not?
What skill level do first year students have?
level 1 – excellent
level 2 – okay
level 3 – poor
As a group think about the above
questions and jot down your ideas.
Digital Information Literacy
“The ability to use information and communication technologies to
find, evaluate, create and communicate information requiring both
cognitive and technical skills” (American Library Association, 2012).
(Navigate, evaluate, create and critically apply information)
Horizon Report: 2015 Higher Education Edition
Report states “developing digital literacy in practice requires
individual scaffolding and support along with helping learners as they
manage conflict between practice and different contexts” (2015).
How can we support &
scaffold learning for first
year students to develop
these skills??????
Brainstorm ideas in your groups about:
• What could you do in your unit?
• How could you support internal & external
students?
• What resources could you use? (interactive &
engaging)
• Collaborative approach?
• How do you make it relevant?
• When does it need to be delivered?
• Do you need to measure an achieved outcome? If so
how could you?
Heading in the right direction
First attempt: LIT102
Positives
What was Learnt
First unit to have
embedded info lit skills
Beginning of a journey
Weekly tasks specific to
developing students info lit
skills
Tasks need to be seen as
part of weekly content not
additional task.
Interactive & engaging
Variety of learning
activities. Short & specific
to weekly learning content.
Measurable outcome
5% assessable quiz.
Pre & post student survey
Student’s skills &
understanding showed
improvement
Student Comments LIT102
“Very interesting and informative. Should be a subject compulsory
in first year of uni”
“Should have been accessed during the first year of University to
become familiar with”
“Thanks for providing. Having not been to uni before it was a
great help”
“It was very helpful thankyou”
“Handy information, explained simply, thanks”
Second attempt: TEP001
LIT102
TEP001
Literacy tasks were
additional separate tasks
from weekly content tasks
Literacy tasks were
integrated into weekly
content tasks
IL tasks went from week 1
to week 10 regardless of
weekly unit content
IL tasks were integrated
were relevant with unit
content
IL tasks & activities was the IL content, tasks &
responsibility of Liaison
activities were a
Librarian
collaborative responsibility
(lecturer & Liaison
Librarian)
Measurable outcome – quiz
5%
Measurable outcome – quiz
15%. Quiz questions better
demonstrate student skills
Readily available resources
Delivery of
collaborate or
face to face
Information
Literacy sessions
Joint ALLSP & Library
sessions: Plagiarism
& Credible sources
or academic writing
& referencing
Where to from here?
Ultimate goal:
• Scaffolded information literacy skills embedded/delivered into a
course throughout its entirety. Eg: Batchelor of Arts – first year IL
generic skills with measurable outcome such as quiz assessment;
second year further developing skills such as specific database
searching; third year introducing Endnote for referencing &
searching outside of the library such as TROVE.