The University of Bolton developed an information literacy (IL) framework in 2008, but it had only been embedded on a limited basis by 2013. To increase awareness and participation without additional resources during budget cuts, the university incorporated IL into its existing online study skills tutorial called BISSTO. BISSTO was redeveloped in 2013 with new IL test content covering all aspects of the framework. A separate IL section was also included to inform academics and students. This allowed the university to promote IL within a familiar service. Future plans include enabling students to print proof of completing the IL tests and further developing the tests across higher education levels.

1. A recession-proof information literacy strategy
Mary Barden, University of Bolton, m.e.barden@bolton.ac.uk
Dawn Grundy, University of Bolton, d.grundy@bolton.ac.uk
Graeme Prescott, University of Bolton, g.prescott@bolton.ac.uk
The University of Bolton’s information literacy (IL) framework was developed in 2008. The framework was to be
embedded into the curriculum across the University. However, by 2013, this had only been achieved on a limited
basis. Responsibility for IL is included in the Library remit, therefore, it was important to devise a way of
increasing awareness and participation of academics and students. It was also necessary to facilitate the
formalisation and measurement of the current work that academics and librarians do to improve student’s IL.
Given the current budgetary restriction affecting staffing levels, the challenge was to achieve this without
additional resources.
The solution was to incorporate IL within an existing library service. The University of Bolton has a well-
established successful online study skills tutorial called BISSTO (http://www.bolton.ac.uk/bissto). During 2013
BISSTO was redeveloped and re-launched with new content, revised content and a new interface. This provided
an opportunity to develop interactive IL tests for students to complete at appropriate points in the tutorial,
covering all aspects of the framework. In addition, a separate IL section was included to provide general
information about IL for academics and students. Like many of the interactive sections in BISSTO, the IL tests
were developed using Articulate software. The BISSTO re-launch gave the opportunity to publicise and promote
the concept of IL within an already successful service that was familiar to staff and continuing students.
Future developments will include enabling students to print evidence that they have taken the IL tests; reviewing
and evaluating the tests; developing the tests further to reflect the development of IL through the different HE
levels and encourage the formal adoption of the tests within the curriculum.