Bedding down the embedding : IL reality in a teacher education programme
Hobbs, Helen F. & Aspland, Tania L. (2003) Bedding down the embedding : IL reality in a teacher education programme. In eLit 2003 : Second International Conference on Information and IT Literacy, 11-13 June, Glasgow, Scotland.
Queensland University of Technology (QUT) is one of Australia's largest universities,enrolling 30,000 students. Our Information Literacy Framework and Syllabus wasendorsed as university policy in Feb 2001. QUT Library uses the AustralianInformation Literacy Standards as the basis and entry point for our syllabus. Theuniversity wide information literacy programme promotes critical thinking and equipsindividuals for lifelong learning (Peacock, 2002a). Information literacy has developedas a premium agenda within the university community; as documented by JudithPeacock, the university’s Information Literacy Coordinator (Peacock, 2002b).The Faculties at QUT have for the last few years, started to work through how theinformation literacy syllabus will be enacted in their curricula, and within theorientations of their subject areas. Attitudinal change is happening alongside arealisation that discipline content must be taught within a broader framework.Curricula and pedagogical reforms are a characteristic of the teaching environment.Phrases such as lifelong learning, generic skills, information revolution, learningoutcomes and information literacy standards are now commonplace in facultydiscussion. Liaison librarians are strategically placed to see the "big picture" ofcurricula across large scale faculties in a large scale university. We work withfaculty in collaborative and consultative partnerships, in order to implement reform. QUT Librarians offer three levels of information literacy curriculum to the university.The generic programme is characterised by free classes, offered around the start ofsemesters. The next level is integrated teaching, developed to answer a specificneeds for classes of students. The third level of information literacy is that ofembedding throughout a programme. This involves liaison librarians working toensure that information literacy is a developmental and assessed part of thecurriculum, sequenced through a programme in a similar way to traditional disciplineknowledge, and utilising the IL syllabus. This paper gives a glimpse of what ishappening as we attempt the process of embedding information literacy into theBachelor of Education programme.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||information literacy, embedding, faculty librarian partnerships, integration, university|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900)|
|Divisions:||Current > QUT Faculties and Divisions > Division of Technology, Information and Learning Support|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2003 (please consult author)|
|Deposited On:||27 May 2005|
|Last Modified:||09 Jun 2010 22:25|
Repository Staff Only: item control page