Based on the Australian Information Literacy Standards, QUT's Information Literacy Framework and Syllabus (ILF&S) has been designed to provide a comprehensive and cohesive generic curriculum framework. It is highly adaptable to the varied teaching and learning needs and approaches of faculties, schools and individual practitioners of QUT.
The Library advocates three learning and teaching strategies related to information literacy planning and delivery to the QUT community. While necessarily blended together to achieve a common goal, each strategy entails a different pedagogical approach.
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 committed to an educational 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.
QUT's 3 learning & teaching strategies for information literacy
Strategy 1: Extracurricula (supplemental)
Where lectures, workshops and short courses on basic information skills are provided by library teaching staff and attended at the discretion of individual students. Information literacy content learnt in such interactions is generic (i.e: discipline-neutral) and non-targeted (i.e not aligned with any unit and/or course). If applicable, assessment is formative only and designed to provide immediate feedback to students for their own learning. The outcome is short-term functional application of basic information skills. Read about extracurricula roles, strategies & resources
Strategy 2: Intercurricula (integrated)
Where lectures, workshops and short courses in information literacy are provided by library teaching staff in consultation with, or at the request of, individual academics, and attended by students as a unit requirement. Information literacy content is generally contextualised within a unit curriculum 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. Read about intercurricula roles, strategies & resources
Strategy 3: Intracurricula (embedded)
Where learning opportunities and experiences are designed, delivered, assessed and evaluated via collaborative partnerships between academic and library teaching staff within the full curricula of a course and each associated unit of study within that course. Information literacy content is always contextualised within the content and assessment of a single unit as connected to multiple units within a course (i.e: discipline-driven), and targeted to the specific and immediate to long-term needs of students in each unit/course.Assessment elements of the unit are a combination of formative and summative mandatory requirements of the unit and/or course, and are weighted accordingly. Through recursive and iterative learning opportunities, the outcome is deep, durable learning and transferable understanding and application of complex information literacy concepts and skills. Read about intracurricula roles, strategies & resources