The QUT Information Literacy Framework & Syllabus (ILF&S) provides models and strategies for developing and evaluating information literacy initiatives in terms of quality student learning outcomes, curriculum development and assessment.
The ILF&S seeks to foster a strategic, systematic and sustainable model of information literacy teaching and learning focused on:
- raising the awareness of students and staff to the notion of information literacy as a lifelong learning attribute
- developing understanding of the inherent principles and practices of information literacy
- raising levels of student competence in information knowledge and skills
- modifying attitudes and informing teaching and learning behaviours.
The ILF&S presupposes an interplay of three primary teaching and learning taxonomies to create the Tri-curricula Information Literacy Learning Scaffold (TILLS). While TILLS is seeded in 1st year foundation (or core) units, ideally it manifests in all units in each year, and continues throughout all years of a course, culminating in capstone units where applicable.
Thus students are presented with recursive, contextualised experiences and opportunities by which to learn and use information literacy concepts and skills.
The ILF&S consists of three components:
(i) Information Literacy Framework
The Framework is divided into two main sections. Part 1, the Information Literacy Principles, outlines the guiding principles, aims and outcomes of the University's Information Literacy strategy as a whole and in its constituent parts. Part 2, the Information Literacy Plans, frame the Information Literacy Principles as broad developmental strategies for the three primary client groups of QUT (students, staff and community).
(ii) Information Literacy Syllabus
The Syllabus has been designed as a resource for academic teaching staff and teaching librarians to facilitate the design, development, delivery and evaluation of curriculum pertaining to information literacy and teaching and learning.
(iii) Information Literacy Standards
QUT Library uses the 1st edition Standards (2001) as the basis and entry point for the Information Literacy Syllabus. Due to this close correlation to the Australian Information Literacy Standards, the ILF&S creates a synergistic relationship with other QUT information literacy and generic capability initiatives and resources, as well as aligning QUT policy and practice with global initiatives and perspectives.
Information Literacy Framework
The Framework provides the pedagogical background for the ILF&S and is divided into two main sections:
- Part 1: the Information Literacy Principles, outlines the guiding principles, aims and outcomes of the University's Information Literacy strategy as a whole and in its constituent parts.
- Part 2: the Information Literacy Plans, frame the Information Literacy Principles as broad developmental strategies for the three primary client groups of QUT:
- Students (undergraduate and postgraduate; part-time, fulltime and external): in recognition that the information literacy knowledge, skills and understandings they develop throughout a course of tertiary study has the potential to position a student as a highly desirable citizen and employee
- Staff (academic and general): in recognition of the demands placed upon teaching staff to develop, maintain and demonstrate appropriate levels of information competence and to take on a proactive role in the fostering of information literacy in their students
- Community Outreach (industry, schools and community): in recognition that the University does not, and should not, work in a teaching and learning vacuum but rather participates in, and contributes to, all levels of the educational continuum
- The Framework [28 pages; 1232kb]
- The Framework [Abridged edition; 6 pages; 955kb]
QUT Library offers open access to this material for educational use only. In the event of use or modification, we request appropriate acknowledgement of QUT Library's intellectual ownership of the original content and methodology. We would also be interested in any significant modifications or enhancements you make to the material which may in turn contribute to our own ongoing information literacy initiatives.