Bite-sized information literacy

Clare McCluskey, York St John University, c.mccluskey@yorksj.ac.uk

The approach outlined here is that of ‘bite-sized’ information literacy inputs into an undergraduate Primary Education course. IL provision over the whole programme had been ad hoc and inconsistent, often relying on the opportunity to promote a new key resource, such as an e-book or new database, and tutors had reported students not retaining or applying the information skill techniques taught as part of this by the point they reached their third and final year.

Gaps in IL provision were identified in discussions between the library and module tutors. Examples of these gaps included the ability to identify and access key research to contextualise situations encountered in the classroom whilst on placement and an awareness of the different ways of discovering and using policy information. It was also identified that an appreciation of other professionals and fellow students as part of a knowledge sharing network should be encouraged.

The IL input into the programme was designed in collaboration with the Head of Programme and it was decided that it would be provided in lectures of a core module, reaching all members of a large cohort. Several bite-sized sessions from the librarian would both fit in with timetable and help with reflective thinking throughout the module, offering appropriate input at an appropriate time. The academic liaison librarian then made herself available for follow up tutorials in the following weeks. Motivation to do so was provided by a focus from the module team on student led workshops and the assignments requiring reflection on literature in an area of their choice, linked to an issue encountered on placement.