Information literacy education in practice

Abstract

Librarians, as educators, must demonstrate the hypothesis that the design and delivery of information literacy-rich curriculum rooted in rigorous pedagogical principles and blended with the astute use of ICT will result in profound learning. In order to lead a shift in practice, we must prove that such an approach is not only viable but also vital. This chapter discusses some of the key aspects which teaching librarians must consider as they undertake this challenge. In an Australian context, it explores broad facets of theory and application of blended information literacy and curriculum using ICT, and illustrates how some of these aspects have been applied in the development of a discrete online information literacy course at Queensland University of Technology (QUT). Throughout the discussion, unless specifically differentiated, it should be understood that teacher, educator and librarian are used synonymously.