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Information Literacy Strategic Directions Statement

Further information

This statement identifies the guiding principles for information literacy at Information Services and the rationale that lies behind these principles.

It sets out some brief points that identify how these principles can be taken forward.

Information literacy guiding principles and strategic direction

1. The delivery of information literacy skills is available to all UWA students regardless of their mode of study, their location, or their discipline.

Rationale

Information literacy needs to be available equitably to all students.

The way forward
  • Create information literacy material that accommodates the information competencies required by students in different disciplines and at various levels in their learning.
  • Support the continuing professional development of Information Services staff to enable them to create innovative materials which meet a variety of learning needs and address competencies at various levels.
  • Promote Information Services' information literacy program to University schools and faculties to ensure all students have the opportunity to engage in developing information competencies.

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2. Information literacy programs will be developed, utilised and adapted according to 'best practice' within the University, Australia and internationally.

Rationale

As a research-intensive university and member of the Group of 8 it is appropriate for us to strive for the highest quality programs.

The way forward
  • Identify 'best practice' in the development of information literacy materials in a variety of formats.
  • Ensure all existing and new information literacy materials reflect 'best practice'.

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3. Information literacy activities will be sustainable.

Rationale

A sustainable program ensures the ongoing delivery of effective and efficient training. It also ensures that Information Services staff can contribute to the delivery of programs to all University students.

The way forward
  • Provide the Communication and Research Skills (CARS) tutorial as the primary method of delivery of information literacy skills for commencing students.
  • Develop and promote information literacy training for undergraduate students, primarily through the provision of online guides for each degree major.
  • Develop and promote information literacy training for honours and postgraduate students through a variety of methods, e.g. face-to-face.

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4. All information literacy training will be evaluated as part of a process of continual improvement. A range of approaches will be used to accommodate variations in course structure and content differences across facilities and disciplines.

Rationale

Information literacy training is developed and continually refined based on feedback to best meet the needs of University students, taking into consideration variations in course objectives and structure.

The way forward
  • Identify appropriate evaluation methods.
  • Incorporate appropriate evaluation methods into all aspects of information literacy programs.
  • Implement a reporting mechanism to demonstrate the evaluation of information literacy programs and the actions adopted to improve programs.

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5. Information literacy training will be undertaken in collaboration with faculty and professional staff across the University.

Rationale

Information literacy programs will seek to take advantage of expertise and skill from across the University to ensure the most effective and efficient delivery of training for students. 

The way forward
  • Provide leadership within the University regarding the acquisition of information literacy skills.
  • Collaborate with other University units, such as the Centre for the Advancement of Teaching and Learning (CATL) and Student Services, to ensure University resources are used to best advantage e.g. eliminating any duplication of content development.

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