Aligning Information Literacy with the Faculty Teaching and Learning Agenda

Abstract

In 2004, the Faculty of Science, Engineering and Technology at the University of Tasmania undertook a project to evaluate students' information literacy skills and to get a picture of how and where information literacy is taught in the faculty. This paper outlines how relationship-building between the Science Library and faculty led to the project, the context of the project within a range of faculty teaching and learning initiatives, and the effectiveness of the survey instruments. The paper will also show how the project has aided the expansion of information literacy teaching across the faculty and how it will lead into further teaching and learning initiatives.

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