Embedding digital and information literacy into undergraduate teaching

Abstract

A dual approach is required, for Information Literacy and Digital Literacy skills to be successfully embedded into undergraduate teaching at the LSE.As explored in the CASCADE programme, student change agents provide contextualised, peerto-peer support, but also important feedback on the kinds of issues faced by students, and the tools and technologies being used to overcome them and gain IL skills.The 'top down' approach advocated by McGuinness (2007) is also needed to complement and support change agents.There needs to be increasing communication between academic faculty, academic support staff and librarians to better understand each other's roles and remits, and find areas for effective collaboration.

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