‘A field of practice concerned with how students learn and how they make sense
of academic conventions’ (ALDinHE, 2017)
Focused on developing students’ organisational, interpretive and analytical skills,
academic writing and referencing
Increasingly delivered both centrally and embedded in curriculum
INFORMATION LITERACY OR LEARNING DEV?
ANCIL: “Strand 3 aims to explore and develop the academic literacies of reading
SCONUL: “presenting the results of their research, synthesising new and old
information […] and disseminating it in a variety of ways”
ACRL: “Communities of scholars, researchers, or professionals engage in sustained
discourse […] as a result of varied perspectives and interpretations.”
Starting with the student, not the
Pillai (2010) argues that the most acceptable
place for LD work is in libraries which are
‘unequivocally positive learning
Teaching Excellence and Student Outcomes
Framework Specification (October 2017)
Learning Environment includes the effectiveness of
resources such as libraries, laboratories and design
studios, work experience, opportunities for peer-to-peer
interaction and extra-curricular activities in supporting
students’ learning and the development of independent
study and research skills. The emphasis is on a
personalised academic experience which maximises
retention, progression and attainment.
EMBRACING THE FUZZY BOUNDARIES
Less confusion for students
Reduces duplication of provision
Improves process of embedding
Collaboration is fun!
Institutional buy in
Future proofing - what is the library for?
FIVE LAWS OF LIBRARY SCIENCE
Books are for use.
Every reader his/her book.
Every book its reader.
Save the time of the reader.
The library is a growing organism.
CONCLUSIONS AND RECOMMENDATIONS
Listen to students!
Collaborate, Network and Create Communities of Practice
Work closely with Libraries to collaborate and embed
Association of College & Research Libraries. Framework for information literacy for higher education. The
Association; 2015 http://www.ala.org/acrl/standards/ilframework
Bent, M. and Stubbings, R. (2011), Seven Pillars of Information Literacy: Core Model for Higher Education, SCONUL,
London, available at: https://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
DfE. 2016. Teaching Excellence Framework: Year Two Specification. September 29. London: Department for Education
Elmborg, J. (2003) "Information literacy and Writing across the Curriculum: sharing the vision", Reference Services
Review, Vol. 31 Issue: 1, pp.68-80,https://doi.org/10.1108/00907320310460933
Howard, H. (2012). Looking to the future: Developing an academic skills strategy to ensure information literacy thrives
in a changing higher education world. Journal Of Information Literacy, 6(1), 71-81.
Pillai, M. (2010). Locating Learning Development in a University Library: Promoting Effective Academic Help
Seeking. NEW REVIEW OF ACADEMIC LIBRARIANSHIP, (2). 121.
Secker, J., & Coonan, E. (Eds.). (2012). Rethinking information literacy: a practical framework for supporting learning.