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

Main Article Content

Angela Joy Feekery Katherine Chisholm Carla Jeffrey Fiona Diesch

Abstract

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.

Article Details

How to Cite
FEEKERY, Angela Joy et al. Enhancing students’ professional information literacy. Journal of Information Literacy, [S.l.], v. 15, n. 2, p. 150-165, june 2021. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRJ-V15-I2-1>. Date accessed: 09 dec. 2021. doi: https://doi.org/10.11645/15.2.2856.
Section
Project reports