The Australian Information Literacy Standards (1st ed, 2000) describes information literacy as "an intellectual framework for recognising the need for, understanding, finding, evaluating, and using information - activities which may be supported in part by fluency with information technology, in part by sound investigative methods, but most importantly, through critical discernment & reasoning."
The Library provides a range of services and resources to assist students in developing those information literacy knowledge and skills which are essential for successful study, and which will facilitate their transition into the workforce and empower them in their careers, and social and civic lives.
Library professionals work in partnership with academics in the development, design and delivery of information literacy rich learning and teaching experiences, assessment activities and evaluation processes to ensure QUT graduates are well equipped to become independent, lifelong learners.
- Why is information literacy important at QUT?
- QUT Library's commitment to information literacy
- QUT Library Policy on Information Literacy
- Information literacy teaching and learning strategies
Why is information literacy important at QUT?
Information literacy is a key competency for lifelong learning and fundamental to QUT’s teaching and learning goal of developing graduates who can "recognise when information is needed, [and] have the ability to locate, evaluate and use effectively the information needed (ALA, 1989).” By knowing “how information is organised, how to find information and how to use information effectively (American Library Association, 1989)” QUT’s graduates will have learned how to learn
For further information please read information literacy and QUT graduate capabilities
QUT Library's commitment to information literacy
QUT Library promotes the development and implementation of systemic, systematic and sustainable initiatives which seek to enable and empower 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.
The Library is thus committed to an educational model, the QUT Information Literacy Model which integrates three learning and teaching strategies for information literacy development. While necessarily blended together to achieve a common goal, each strategy entails a different pedagogical approach. The model emphasises that information literacy knowledge and skills are most effectively learned when developed, recursively, within the context of a discipline-related need - ie: when it is embedded within the curriculum content, assessment and learning experiences for each student.
Through collaborative planning, development and delivery of information concepts and skills, library professionals have expertise in curriculum design and developing discipline-based curricula which incorporate generic capabilities. They also provide advice and assistance on the formulation of authentic assessment tasks which address information literacy learning outcomes.
QUT Library Policy on Information Literacy
Information literacy is an ongoing strategic focus for QUT Library. In support of the goals and objectives relating to this focus, the Library undertakes a leading role in the development and implementation of initiatives which specifically:
- promote information literacy as a key competency for lifelong learning, fundamental to the teaching, learning and research focus of the QUT community;
- enable and empower 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; and
- achieve and promulgate models of effective practice for the implementation and evaluation of information literacy in terms of students' learning outcomes, curriculum structure and assessment.
The QUT Library Policy on Information Literacy outlines the range of strategic central and branch-based services, systems and strategies which the Library develops, supports and or maintains to achieve these goals. It includes the following sections:
- Statement of purpose
- Mission, goals and aims
- Information Literacy Framework & Syllabus
- Curriculum strategies
- Implementation of strategies
- Governance
- Quality assurance, forward planning and reporting