Enhancing students’ professional information literacy: Collaboratively designing an online learning module and reflective assessments

Enhancing students’ professional information literacy Collaboratively designing an online learning module and reflective assessments

Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students’ professional in...

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Bibliographic Details
Published in:Journal of information literacy Vol. 15; no. 2; pp. 150 - 166
Main Authors: Feekery, Angela Joy, Chisholm, Katherine, Jeffrey, Carla, Diesch, Fiona
Format: Journal Article
Language:English
Published: Cardiff Chartered Institute of Library and Information Professionals (CILIP), Information Literacy Group 01-06-2021
CILIP Information Literacy Group
Subjects:
Academic Libraries
Business Administration Education
Collaboration
College Faculty
College Students
Critical Thinking
Distance learning
Evaluation Methods
Foreign Countries
Indigenous Knowledge
Information Literacy
Information Sources
Learning Modules
Librarian Teacher Cooperation
Librarians
Library Instruction
Library Services
Lifelong Learning
Online Searching
Skill Development
New Zealand
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Summary:Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students’ professional information literacy capability: identifying business information types, searching online databases, and evaluating quality using a new indigenous-informed evaluation approach. Student learning was measured using reflective tasks and assessments. The paper challenges teachers and librarians to consider ways they can collaborate to explicitly embed information literacy (IL) skills development into large disciplinary courses, particularly during the transition into tertiary learning, to enhance lifelong learning capability and meet future workplace IL demands.
ISSN:1750-5968
1750-5968
DOI:10.11645/15.2.2856