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<meta content="Jones, Susan M." name="eprints.creators_name" />
<meta content="Evans, Christine E." name="eprints.creators_name" />
<meta content="Magierowski, Regina H." name="eprints.creators_name" />
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<meta content="2007-09-12" name="eprints.datestamp" />
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<meta content="Information literacy is often cited as a key graduate attribute. The literature strongly suggests that embedding information literacy into the curriculum is the most effective means of supporting student learning. Within this framework, academics and librarians must share responsibility for teaching information literacy. The School of Zoology has worked in partnership with the Science Library to devise an embedded, vertically integrated Information Literacy curriculum. We used a longitudinal survey to assess the development of information literacy skills by a cohort of Zoology students exposed to overt teaching and assessment of information literacy through the three years of their undergraduate degree. The survey instruments were designed to assess students'skills and attitudes against the Australian and New Zealand Information Literacy Framework (ANZIL) Framework standards. Our results show that, in general, our students' skills did increase significantly from year 1 to year 2, with a trend for a further increase from year 2 to year 3, although that increase was not significant. These results demonstrate that embedding information literacy within the science curriculum is an effective strategy for improving the generic skills of science graduates, and preparing them as life-long learners." name="eprints.abstract" />
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<meta content="Asher, C. (2003). Separate but equal: librarians, academics and information literacy. Australian Academic & Research Libraries, 34(1). (Retrieved 15/2/07) http://www.alia.org.au/publishing/aarl/34.1/full.text.asher.html
Bundy, A.(ed.) (2004). Australian and New Zealand Information Literacy Framework: principles, standards and practice. Australia and New Zealand Institute of Information Literacy, Adelaide.
Candy, P.C., Crebert,G. and O'Leary,J. (1994). Developing Lifelong Learners through Undergraduate Education. Commissioned Report No.28, National Board of Employment, Education and Training., Australian Government Publishing Service.
Catts R. (2003) Information Skills Survey for Assessment of Information Literacy in Higher Education. Administration Manual. Council of Australian University Librarians
Catts, R. (2004). Lifelong learning and higher education- reflections and prospects. Proceedings, Lifelong Learbning Conference, Yeppoon. (Retrieved 21/3/07) http://lifelonglearning.cqu.edu.au/2004/papers.htm
Council of Australian University Librarians (2001). Information Literacy Standards, Canberra: Council of Australian University Librarians. (also available at: http://www.caul.edu.au/caul-doc/publications.html)
Clanchy,J. and Ballard,B. (1995). Generic skills in the context of higher education. Higher Education Research and Development, 14(2), 155-166.
Dearden, R., Dermoudy, J., Evans, C., Barmuta, L., Jones, S. M., Magierowski, R. Osborn, J. ,Sargison, J., and Waters, D. (2005). Aligning Information Literacy with the Faculty Teaching and Learning agenda. Australian Academic and Research Libraries, 36(4); 138-152. (also available at: http://eprints.utas.edu.au/265/01/Dearden.pdf
Dunn, K. (2002). Assessing information literacy skills in the California State University: a progress report. The Journal of Academic Librarianship, 2891(2), 26-35.
Grafstein, A. (2002). A discipline-based approach to information literacy. The Journal of Academic Librarianship, 28(4), 197-204.
Hoban, G., Lefoe, G., James, B., Curtis, S., Kaidonis, M., Hadi, M., Lipu, S., McHarg, C., and Collins, R. (2004). A web environment linking university teaching strategies with graduate attributes. Journal of University Teaching and Learning Practice 1(1), 10-19. (http://jutlp.uow.edu.au/2004_v01_i01/pdf/hoban_001.pdf)
Jones, S. M., Barmuta, L., Evans, C., ,Dermoudy, J., Magierowski, R., Osborn, J. ,Sargison, J., and Waters, D. (2005). What do we teach them and what are they learning? Evaluation and assessment of the information literacy skills of science students. Proceedings of the "Blended Learning in Science" Teaching and Learning symposium. UniServe Science, Sydney 63-68. (Retrieved 25/5/07) http://science.uniserve.edu.au/pubs/procs/wshop10/2005Jones.pdf
Lupton, M. (2002). The getting of wisdom: reflections of a teaching librarian. Australian Academic and Research Libraries, 33(2), 75-85. (Retrieved 25/5/07) http://alia.org.au/publishing/aarl/33.2/lupton.html
Parker, J. (2003). Putting together the pieces: information literacy at The Open University. Library Management, 24(4/5), 223-228.
Rockman, I. F. (2002). Strengthening connections between information literacy, general education, and assessment efforts. Library Trends, 51(2), 185-198.
Shapiro. J. and Hughes, S. K. (1996). Information literacy as a liberal art: enlightenment proposals for a new curriculum. Educom Review, 31(2). (Retrieved 24/3/05) http://www.educause.edu/pub/er/review/reviewArticles/31231.html
Stubbings, R. and Franklin, G. (2006). Does advocacy help to embed information literacy into the curriculum? A case study. (Retrieved 15/2/07) http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/stubbings-franklin-final.pdf)" name="eprints.referencetext" />
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<meta content="Information literacy is often cited as a key graduate attribute. The literature strongly suggests that embedding information literacy into the curriculum is the most effective means of supporting student learning. Within this framework, academics and librarians must share responsibility for teaching information literacy. The School of Zoology has worked in partnership with the Science Library to devise an embedded, vertically integrated Information Literacy curriculum. We used a longitudinal survey to assess the development of information literacy skills by a cohort of Zoology students exposed to overt teaching and assessment of information literacy through the three years of their undergraduate degree. The survey instruments were designed to assess students'skills and attitudes against the Australian and New Zealand Information Literacy Framework (ANZIL) Framework standards. Our results show that, in general, our students' skills did increase significantly from year 1 to year 2, with a trend for a further increase from year 2 to year 3, although that increase was not significant. These results demonstrate that embedding information literacy within the science curriculum is an effective strategy for improving the generic skills of science graduates, and preparing them as life-long learners." name="DC.description" />
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<h1 class="ep_tm_pagetitle">A vertically integrated, embedded curriculum enhances the information literacy skills of science undergraduates</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Jones, Susan M.</span> and <span class="person_name">Evans, Christine E.</span> and <span class="person_name">Magierowski, Regina H.</span> (2007) <xhtml:em>A vertically integrated, embedded curriculum enhances the information literacy skills of science undergraduates.</xhtml:em> In: Enhancing Higher Education, Theory and Scholarship, Proceedings of the30th HERDSA Annual Conference, 8-11 July 2007, Adelaide, Australia.</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2177' );" href="http://eprints.utas.edu.au/1692/1/HERDSApaper2007.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2177' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2177"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1692/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1692/1/HERDSApaper2007.pdf"><span class="ep_document_citation">PDF</span></a> - Requires a PDF viewer<br />171Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://www.herdsa.org.au">http://www.herdsa.org.au</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">Information literacy is often cited as a key graduate attribute. The literature strongly suggests that embedding information literacy into the curriculum is the most effective means of supporting student learning. Within this framework, academics and librarians must share responsibility for teaching information literacy. The School of Zoology has worked in partnership with the Science Library to devise an embedded, vertically integrated Information Literacy curriculum. We used a longitudinal survey to assess the development of information literacy skills by a cohort of Zoology students exposed to overt teaching and assessment of information literacy through the three years of their undergraduate degree. The survey instruments were designed to assess students'skills and attitudes against the Australian and New Zealand Information Literacy Framework (ANZIL) Framework standards. Our results show that, in general, our students' skills did increase significantly from year 1 to year 2, with a trend for a further increase from year 2 to year 3, although that increase was not significant. These results demonstrate that embedding information literacy within the science curriculum is an effective strategy for improving the generic skills of science graduates, and preparing them as life-long learners.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Conference or Workshop Item (Paper)</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">graduate attributes, information literacy, longitudinal survey
</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330200.html">330000 Education > 330200 Curriculum Studies</a><br /><a href="http://eprints.utas.edu.au/view/subjects/400201.html">400000 Journalism, Librarianship and Curatorial Studies > 400200 Librarianship > 400201 Librarianship</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1692</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Christine Evans</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">12 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1692;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&eprintid=1692">item control page</a></p>
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