Information Literacy is recognising the need for knowledge of how to seek, evaluate, use and create information effectively. Information literate people are able to confidently achieve their learning, teaching, research and career goals. Information Literacy is a skill for life-long-learning.
Below are resources relating to information literacy from major industry bodies and organisations:
Supports TGE’S strategic priority of earn, learn and better return.
Contributes to TGE Support for Students Policy and Academic Integrity Policy.
Recognises that the Library is a leader and key partner in information literacy provision.
Collaborates with teaching staff for assessment support by developing information literacy products and sessions for their students.
Develop information literacy products for life-long learning.
Contributes to curriculum development to include information literacy principles.
Provide researchers with advanced information literacy skills including ethical, legal, publication rankings for publications.
|
Tier 1 (Website) |
Tier 2 (Workshops) |
Tier 3 (Library desk / Chat) |
Tier 4 (Research support) |
|---|---|---|---|
|
Library Catalogue Databases help icons How to Videos Inhouse Library Products GenAI Guide Library FAQ Referencing Tool Referencing Guide Assessment guides |
Study Success Workshops Contexualised Classes New Library Products webinars |
1:1 Information Literacy Support through In-person Campus Library Desk queries 1:1 Information Literacy Support through online Chat queries |
Research Consultations for HDR students and Researchers |
Below you will find each of the four tiers aligned to the standards outlined in the Australian and New Zealand Information Literacy Framework and the principles outlined in the TGE Learning and Teaching Plan 2024-2025, along with the learning strategy the Library will use to achieve these.
Standard 1: The information literate person recognises the need for information and the extent of the information needed
Standard 2: The information literate person finds needed information effectively and efficiently
Principle 2: Learning is authentic, relevant and sustainable
Principle 5: The learning environment is flexible, inclusive and supportive
Principle 6: The learning experience is elevated through human and digital innovation
Passive learning: Self-directed watching, reading or listening without interaction or feedback.
Standard 2: The information literate person finds needed information effectively and efficiently
Standard 3: The information literate person critically evaluates information and the information seeking process
Standard 4: The information literate person manages information collected or generated
Principle 3: Teachers are agile facilitators and discipline-based specialists
Principle 4: Teaching is both learning centred and student centric
Principle 5: The learning environment is flexible, inclusive and supportive
Action learning: student centric learning through troubleshooting student questions and providing feedback. Students are guided by a library facilitator and encouraged to participate in practice and discussion.
Standard 5: The information literate person applies prior and new information to construct new concepts or create new understandings
Standard 6: The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information
Principle 1: Learners are engaged in lifelong learning
Principle 5: The learning environment is flexible, inclusive and supportive
Principle 6: The learning experience is elevated through human and digital innovation
Transformative learning: happens when students get ‘light bulb’ moment, usually one-on -one troubleshooting an issue, students receive new information that will change the way they have previously thought about a process and the newly gained understanding forms new behaviours.
Standard 4: The information literate person manages information collected or generated
Standard 6: The information literate person uses information with understanding and acknowledges cultural, ethical, economic, legal, and social issues surrounding the use of information
Principle 1: Learners are engaged in lifelong learning
Principle 7: Learning and teaching is informed by research and facilitated through scholarship
Transformative learning: happens when students get ‘light bulb’ moment, usually one-on -one troubleshooting an issue, students receive new information that will change the way they have previously thought about a process and the newly gained understanding forms new behaviours.
Bundy, A. (2004). Australian and New Zealand Information Literacy Framework: principles, standards and practice. 2nd ed. https://adbu.fr/wp-content/uploads/2013/02/Infolit-2nd-edition.pdf
Pinto, M., Fernández-Pascual, R., Caballero-Mariscal, D., & Sales, D. (2020). Information literacy trends in higher education (2006–2019): visualizing the emerging field of mobile information literacy. Scientometrics, 124, 1479-1510.
Deja, M., Rak, D., & Bell, B. (2021). Digital transformation readiness: perspectives on academia and library outcomes in information literacy. The Journal of Academic Librarianship, 47(5), 102403.
Goodsett, M. (2020). Best practices for teaching and assessing critical thinking in information literacy online learning objects. The Journal of Academic Librarianship, 46(5), 102163.
Tella, A., Ajani, Y.A. and Ailaku, U.V. (2023), "Libraries in the metaverse: the need for metaliteracy for digital librarians and digital age library users", Library Hi Tech News, Vol. 40 No. 8, pp. 14-18.
Torrens Global Education. (2024). Learning and teaching plan (2024-2025). https://laureateaus.sharepoint.com/sites/CentreforLearningTeachingScholarship2/Shared%20Documents/Forms/AllItems.aspx?id=%2Fsites%2FCentreforLearningTeachingScholarship2%2FShared%20Documents%2FOVC%20Projects%2FExec%20L%26T%20Plan%5F2024%2Epdf&parent=%2Fsites%2FCentreforLearningTeachingScholarship2%2FShared%20Documents%2FOVC%20Projects&p=true&ga=1