First year science: when information skills are someone else's business

Abstract

The University of Sydney requires all graduates to possess information skills as part of their graduate attributes (http://www.itl.usyd.edu.au/graduateAttributes/policy.htm). This can only be achieved through a close working relationship between the faculties and the library; it’s always someone else’s business as well as our own. Within first year science, information skills development is challenged by: • lack of compulsory units of study • absence of a foundation unit • separate curricula for each school within the faculty • immediate commencement of subject-based learning • assumed knowledge of some skills • inadequate time spent on skills development. The Library provides integrated information skills sessions in some first year science units, but the 3000 plus student cohort may receive this content multiple times or not at all, depending on which units they choose. A creative solution was required to systematically engage with the cohort in the priority areas of academic honesty and evaluation of scholarly or non-scholarly research. Library staff partnered with concerned academic staff to implement a coordinated information skills program across first year science. Pre-existing iResearch learning objects (http://sydney.edu.au/library/elearning/index.html) were incorporated into a range of units with large enrolments, and were also trialled in conjunction with the University’s new ePortfolio system. Four schools in the Faculty of Science made the Plagiarism and Academic Honesty and Scholarly versus Non-Scholarly learning objects compulsory components of their first year assessment program. Because of large numbers of enrolments and overlap between first year science units, virtually every student completed the required online information skills content. We added certificates of completion to the learning objects as evidence of graduate attribute development. Partnerships with unit of study coordinators were essential to complete the project. The use of online learning technology was particularly effective for a large cohort, facilitating the development of information skills outside of the traditional face-to-face classroom context. The end result was a sustainable, low-cost information skills model for first year science. This model could be applied to other faculties and universities, effectively streamlining and sharing the development of information skills.

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