Bounding Borders, Building Bridges: partnering for quality outcomes in the online learning of information literacy

Peacock, Judith A., Tweedale, Robyn, Fell, Peter, & Vollmerhause, Kurt (2004) Bounding Borders, Building Bridges: partnering for quality outcomes in the online learning of information literacy. In Educause Australasia 2005: The Next Wave of Collaboration, April 5-8, 2005, Auckland, New Zealand.


IFN001:Advanced Information Retrieval (AIRS) is a mandatory coursework requirement of doctoral enrolment at QUT. It aims to assist research students in working toward their literature review through the development of advanced information literacy knowledge and practice. In response to increasing remote and offshore doctoral enrolments, and to support the University’s objectives regarding flexible delivery and online teaching, QUT Library has led the development of an innovative online course. From 2005, AIRS Online is available as a parallel option to the face-to-face mode. AIRS Online provides a student-focussed learning environment which encourages deep learning and caters for diverse learning styles and needs. It is founded on the principle that the simple transfer of content to an online environment will not deliver equivalent learning outcomes for students. Unlike a passive web-based tutorial, the course has been designed to actively engage students in teacher-facilitated, self-directed learning. Integrating content and educational technology and linking across dual IT platforms, the development of AIRS Online has necessitated diverse partnering across the University between Library teaching and systems staff and various online, multimedia and web support staff. This paper explores the pedagogical, technical and administrative partnerships, issues and outcomes of re-crafting an existing classroom-based course for an online environment.

Impact and interest:

Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® 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 the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

712 since deposited on 02 Feb 2005
267 in the past twelve months

Full-text downloads displays 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.

ID Code: 708
Item Type: Conference Paper
Refereed: Yes
Keywords: instructional design, ICT, e, information literacy, HERN, online learning and teaching, learning
Subjects: Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Division of Technology, Information and Library Services
Copyright Owner: Copyright 2004 (please consult author)
Deposited On: 02 Feb 2005 00:00
Last Modified: 24 Feb 2015 06:04

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page