Embedding information literacy and writing development into the disciplines

Abstract

The development of information literacy (IL) is essential in the current climate of tertiary education, where the abundance of electronic information is leading to information overload. IL involves students accessing and evaluating information, and using that information to complete assessments in an appropriate writing style. Integrating new knowledge successfully into writing is an important component of IL development. However, many students are not prepared for the demands tertiary education places on them, and lecturers should not assume students will be able to learn IL skills on their own without timely interventions. Rather, students need to be explicitly taught how to access information using the variety of tools available at the library and online, how to evaluate those sources, and how to integrate the voices of others into their own writing. Much of this knowledge is discipline-specific, and ideally should be embedded within the context of their content papers. This paper outlines one example of a formative assessment task created to support the development of information literacy and academic writing skills within a New Zealand university first year content course. It highlights the importance of embedding IL learning opportunities within the disciplinary context and curriculum to ensure students are supported to develop essential academic skills.