Standards, Curriculum and learning: implications for professional development
Peacock, Judith A. (2004) Standards, Curriculum and learning: implications for professional development. In Bundy, Alan (Ed.) Australian and New Zealand Information Literacy Framework: principles, standards and practice, 2nd edition. Australian and New Zealand Institute for Information Literacy (ANZIIL), Adelaide, pp. 29-33.
As higher education continues to evolve in step with new approaches to learning and teaching, so, too, is the role of the academic teaching librarian changing as they seek to develop, devise and implement systems and strategies which foster embedded learning of information literacy in the curriculum.
Comprehensive “curricula infusion‿ demands systemic and systematic change in the design and delivery of core curricula to ensure that the mastery of information literacy concepts and skills occurs in a sequential, hierarchical and developmental manner. In order to inform and lead systemic change, the academic librarian now needs to demonstrate a breadth and depth of knowledge and understanding across a broad range of educational and strategic arenas, including "learning theory, assessment and evaluation, pedagogical realignment, course reform, policy development and strategic planning, university-wide organisational infrastructure, print and online learning resources, teaching and learning partnerships and staff development‿. In addition, to facilitate quality outcomes and to work in effective collaborative partnership with academic colleagues, the academic teaching librarian must also be able to “deliver‿ in terms of teaching skills and learning facilitation.
Only when these librarians are equipped with the specialist knowledge and skills they require to fully engage with, and be integrated into, the learning and teaching processes of an organisation will conditions exist which support and foster a systemic process which enables and empowers students “as critical and independent users of information by embedding information literacy skills, as an “emerging skill‿ and key generic capability, into the whole learning experience.‿
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|Item Type:||Book Chapter|
|Keywords:||teaching librarians, learning and teaching, academic partnerships, information literacy, HERN, professional development, standards|
|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) > OTHER EDUCATION (139900)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700) > Librarianship (080706)
|Divisions:||Current > QUT Faculties and Divisions > Division of Technology, Information and Learning Support|
|Copyright Owner:||Copyright 2004 Australian and New Zealand Information Literacy Framework|
|Copyright Statement:||This is the author’s manuscript version of the work. It is posted here with permission of the copyright owner for your personal use only. No further distribution is permitted. For more information about this book please refer to the publisher's website (see link) or contact the author. Author contact details: firstname.lastname@example.org|
|Deposited On:||02 Feb 2005|
|Last Modified:||24 Feb 2015 06:04|
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