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Objective |
Opportunity |
Responsibility |
Practice Example |
Outcome/Skills |
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Support for academic department and library faculty/instructors seeking to integrate information literacy into teaching (Note: future reference will be dept/library instructors for brevity purposes) |
Assessment resources designed to intentionally develop and assess information literacy skills |
Department or Library instructors |
Simple annotated bibliographies |
Search and evaluation skills |
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Explicit discussion of information literacy skills in class |
Library Instructor or Library Instruction Task Force |
Scholarly/peer review/academic publication |
Critical thinking and evaluation. Development of scholarly practice |
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Development of information literacy and research skills throughout a program |
Library/Dept instructor collaboration |
Finding scholarly articles in first year to creating a conference poster in advanced courses |
Application of Understanding |
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Liaison with faculty/teaching staff to ensure information literacy skills are included in the development of courses and programs or individual library instruction sessions |
Map the development of information literacy from first year through to graduation and beyond |
Course instructor |
Map skills development at both course and program levels |
Identify learning and teaching opportunities in existing courses, and as courses are reviewed |
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Identify opportunities to advance information literacy skills in assessments |
Course instructor and/or Course/Library instructor |
Apply tools such as the Information Literacy Framework and the Framework for Information Literacy in Higher Education to EWU courses |
Skills development is implicit in the learning process |
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Ensure the skills to search for, evaluate and synthesize information |
Course instructor and Learning Services Coordinator as well as Instruction Task Force members |
Encourage searching for, rather than linking to material |
Online learning includes a range of skills, including information discovery |
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Course & Library instructor |
Provide relevant, engaging learning activities and explicit help opportunities |
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Within courses and/or insruction sessions, increase students’ skills in search and evaluation of information |
In collaboration with teaching staff, develop and deliver tutorials and classes |
Library |
“point of need” support is available online or face to face |
Students have the tools to become independent information seekers |
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Work alongside teaching staff in targeted skills development classes specifically associated with an assessment item |
Using information is an intrinsic component of university learning and teaching |
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Participate in lectures and tutorials where an information literacy component has been identified |
Library and teaching staff develop a shared understanding of disciplinary information environments |
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Provide resources for both students and teaching staff to develop information skills and knowledge |
Develop multimodal help options, such as print, online, video to meet various learning preferences |
Library |
Subject guides; How-to guides; Contextualized help options for linking or embedding in CANVAS courses |
Support is available in multiple formats, not context or location specific |