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Bedding down the embedding

Helen Hobbs
Dr Tania Aspland
Queensland University of Technology,
Australia

Paper: 1/2 hour

Convergence & Continuity

[This paper follows on from the paper given by Jenny McCarthy last year: Double Strength, Maximum Gain]

Embedding Information Literacy at QUT

At QUT, there is institution-wide acceptance (at least at upper levels) of information literacy framework and syllabus as university policy.

Information Literacy in the new BEd - convergence

In 2002, the library worked closely with the Faculty of Education to personalize the university IL framework to fit the specific requirements of preservice teacher educators. The Faculty was entirely reconceptualising its Bachelor of Education programme. The pedagogical approaches of the new course fitted well with the goals of the library to embed IL throughout the programme.

We now have a course that has a set of IL proficiencies mapped through the progression of the course, specifically targeting key units. The proficiencies are embedded within the learning and assessment of the units. This has resulted in an IL curriculum which is developmental and recursive.

Reality hits when the new course starts 2003 sees working with the new units of the course as they are enacted. Reality has hit, as lecturers and librarians race to implement new units, as well as tending to units in the existing course, which will still run for another 3 years. Discussion of issues around tight timelines, resistance to change and the need to implement quality assurance mechanisms.

How embedded is the embedding?

A discussion looking at units where we are integrating IL into the unit e.g. 'add on' workshops and lectures to support a unit; and units where we are truly embedding e.g. into the marking criteria and design of assessment and librarians teaching tutors rather than students.