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Does advocacy help to embed information literacy into the curriculum? A case study.

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journal contribution
posted on 13.01.2006, 10:56 by Ruth Stubbings, Ginny FranklinGinny Franklin
For over twenty years libraries in Higher Education have been attempting to enhance students’ information literacy skills through the teaching of best practice in literature searching. Content of information literacy courses often include the mechanics of how databases work, and more importantly, the higher-level thinking skills, such as problem solving and critical evaluation, underpinning the research process. This paper looks at the work in the development of information literacy competencies run by the academic library at Loughborough University in the UK. This study, which was undertaken by the library at Loughborough University, focuses on the impact of its information literacy programmes, and in particular, it examines the mixed success brought about by the embedding of information literacy education into subject modules. Three main strategies are presented in this paper to fully contextualize the outcome of such provision and promote collaboration between library and faculty staff. Examples here include the attempts made by library staff to encourage the integration of information literacy into the curriculum through the use of learning outcomes, through the delivery of Personal Development Portfolio (PDP) practices, and the employment of preventive strategies against plagiarism.

History

School

  • University Academic and Administrative Support

Department

  • University Library

Pages

83373 bytes

Citation

STUBBINGS, R. and FRANKLIN, G., 2006. Does advocacy help to embed information literacy into the curriculum? A case study. Italics, 5(1)

Publisher

© HEA

Publication date

2006

Notes

This article has been published in the journal, Italics [© HEAcademy]: http://www.ics.heacademy.ac.uk/italics/paperindex.htm.

Language

en

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