Inter-curricula information literacy learning activities develop specific enabling skills linked to the core curriculum of students. These activities generally take the form of lectures, workshops and/or short courses on basic information skills which are designed and delivered by library teaching staff in consultation with, or at the request of, the individual teaching academic.
These activities are typically attended by groups of students as a unit requirement and may be scheduled into a unit timetable. Sessions or classes may be conducted in faculty lecture theatres or labs as well as Library teaching spaces.Information literacy content is generally contextualised within a unit curriculum or discipline and timetable (i.e: discipline-related), and targeted to the broad but immediate needs of students in a single unit.
Where required, assessment is generally summative in nature, supplemental to primary assessable requirements and may be assigned a nominal to moderate weighting.
The outcome is task-specific application of basic information skills.
Academic staff
| Roles | Strategies |
|---|---|
| Be aware of the specific information skills (as listed in the ANZ Information literacy Standards) which students must be able to competently demonstrate to undertake a unit of study, and in particular in the completion of assignment and/or assessment tasks (eg: identifying additional sources of information, citing references, etc). | Contact Library teaching staff to discuss the particular learning needs to be addressed, as well as any teaching requirements or constraints which must be considered (eg: specific assignment tasks, timetabling issues). |
| Provide opportunities for planned learning intervention within the unit schedule. |
Library staff
| Roles | Strategies |
|---|---|
| Provide discipline-specific short courses and activities which address the particular needs of student cohorts, including consideration of year level and prior learning opportunities, and which align with the ANZ Information literacy Standards. | Contact new and continuing academic teaching staff on a regular basis to raise awareness of the Library's information literacy learning support services and resources. |
| Develop and deliver engaging and meaningful learning experiences for students, and to undertake ongoing evaluation in order to ensure ongoing relevance and effectiveness. |
In partnership
| Roles | Strategies |
|---|---|
| Consult on the learning and teaching mechanisms and outcomes which are the most effective and efficient in terms of content, delivery and evaluation. | Consult regularly about the specific information literacy learning needs of and outcomes for students. |
| Actively encourage students to attend timetabled sessions. |