Chapter 3

Curriculum and Curriculum Integration of

Information Literacy in Higher Education

Li Wang

Abstract

Information literacy education plays a vital role in developingstudents’ information capabilities in higher education. Curriculumintegration of information literacy is advocated by ACRL (2000) in theUnited States and ANZIIL (Bundy, 2004) in Australia and NewZealand. Research (Derakhshan & Singh, 2011; Dixon-Thomas, 2012)suggests that the most effective way to provide information literacyeducation is to integrate information literacy throughout thecurriculum. The purpose of this chapter is to discuss curriculum inhigher education and to introduce a model of curricular integration ofinformation literacy.

The curriculum of a university (as one form of higher education) isusually seen as an educational plan to engage learners in theacquisition of knowledge and skills leading to a degree, diploma orcertificate. The curriculum can be viewed at various levels, namely:institutional, faculty, programme, course and class levels. Therefore,information literacy can be integrated at different levels: university,faculty, programme, or courses and associated classes. This chapterwill explain a model of curriculum integrated information literacydeveloped by Wang (2010) which was based on sociocultural theoriesand practitioners’ experiences in information literacy curriculumintegration in higher education. Explanations of how to apply it in

Developing People’s Information Capabilities: Fostering Information Literacy in Educational,

Workplace and Community Contexts

Library and Information Science, Volume 8, 31–49

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32 Li Wang

curriculum integration and curriculum design in higher education willalso be provided.

Keywords: Information literacy curriculum integration; informationliteracy integration model; graduate profile mapping; intendedcurriculum; offered curriculum; higher education

3.1. Introduction

Information literacy education plays a vital role in supporting studentlearning in higher education. Approaches to information literacy educationvary between institutions. The curricular integration or embedded approachis defined by the ALA information literacy competency standards for highereducation (Association of College and Research Libraries (ACRL), 2000) asbeing ‘woven into the curriculum’s content, structure and sequence’ (p. 5).

Several studies support the view that the integration of informationliteracy throughout curricula is the most effective way of providing informa-tion literacy education (Callison, Budny, & Thomes, 2005; Dakshinamurti &Horne, 2006; Derakhshan & Singh, 2011; Dixon-Thomas, 2012; Feldmann &Feldmann, 2000; McAdoo, 2008; Walton & Hepworth, 2011; Williams,Blowers, & Goldberg, 2004). This view is also widely endorsed by inter-national associations such as the ACRL (2000) in the United States andANZIIL (Bundy, 2004) in Australia and New Zealand.

The curriculum integration approach involves the provision of informa-tion literacy education across an academic degree at different stages or yearsof study to progressively develop student information literacy capabilities.For example, the second year information literacy related assignment canbe built on ‘y‘‘what was learned from the first year’’ information literacyrelated assignment’ (Nerz & Bullard, 2006). A practical experience ofintegrating information literacy into two management courses in year 2 andyear 3 demonstrates that ‘The case for developing the information literatestudent is strong, y Consequently, it appears that the transferable skillselement of the undergraduate curriculum is growing’ (Cochrane, 2006,p. 119).

A survey conducted at a US university faculty (McAdoo, 2008) showedthat ‘the best approach is seen as being one that is integrated into the entirecurriculum’. Having analysed 12 information literacy documents from10 different institutions in the United Kingdom, Corrall (2008) found thatall these documents advocate the integration of information literacy intosubject studies by interweaving information literacy into the academiccurriculum.

Curriculum and Curriculum Integration of Information Literacy in HE 33

3.2. Curriculum in Higher Education

When we talk about curriculum integration of information literacy, first ofall, we need to understand the various meanings and interpretations of theword ‘curriculum’. The curriculum of a university is more than a list ofcourses to be studied and learnt. In understanding curriculum, Pinar,Reymolds, Slattery, and Taubman (1995) stated that ‘institutionally,curriculum defines the knowledge to be taught’ (p. 745). The term curriculumcan also be referred to as the educational plan of an institution, or adepartment, or a programme or course. For example, Ratcliff (1997) definedthe higher education curriculum as an educational plan that is focused oncurricular content. He indicated that in the United States, at the programmelevel, undergraduate curricula typically consist of three to four components:general or liberal studies, major specialisations, minor specialisations, andelective studies. The content of general or liberal studies is often setinstitution-wide by the faculty, while major and minor specialisations areprescribed by the particular department or programme offering thespecialisation. In professional faculties such as engineering or law, themajor and minor fields may be governed by the curricular prescription ofthe professional field represented, or by guidelines extended by thedisciplinary association, or by state licensure requirements or professionalboard examinations. The enrolment in elective courses is nominally left tostudent discretion, but a prescribed range of electives may be set by thedepartmental major or minor. Ratcliff’s definition of curriculum refers to aneducational plan but is focused on the curricular content and what can beoffered to students. It ignores curricular delivery and curricular activities, aswell as what can be learnt by students. This definition focuses more onteachers than students.

Recently, Awais (2011) considers curriculum ‘comprised of threeelements, i- entry, ii- education event and iii- exit examination. Thecurriculum derives its educational ‘energy’ from the statements of learningobjectives and the ‘bonding’ of its constituents from the rules andregulations’. This definition refers to a formal educational process, througheducation activities or events guided by the rules and regulations to achievelearning objectives. This also focuses on teachers rather than students.

In contrast, Eisner (2002) defines the curriculum as a programme with anemphasis on curricular activities. The curriculum of an institution, a school,course, or classroom can be conceived of as a series of planned events thatare intended to have educational consequence for one or more students. Inother words, a curriculum is a programme that is intentionally designed toengage students in activities or events that will have educational benefits forthem. This definition of curriculum refers not only to an educationalprogramme, as in the above definition but also to the learning activities in

34 Li Wang

which students are engaged. Eisner’s definition focuses on the curricularactivities and what students would gain or benefit from in the educationalprogramme. This is a student focused approach with an emphasis of studentengagement.

The curriculum has also been viewed as a series of courses related bythemes and skill development. For example, Porter (2004) defined thecurriculum as a list of courses and the level of skills developed which lead to adegree. The individual courses within the curriculum help learners toprogress from basic, introductory levels of knowledge and skills to higher-level objectives for critical thinking, mastery of skills, and demonstration ofknowledge common to a discipline. The degree programme may involvecourses in several different departments or disciplines. Porter’s definition ofcurriculum refers to a collection of courses to be completed in order to obtaina degree but it focuses on the subject and the generic skills that studentsshould be building up from a lower level to a higher level. This is also astudent focused approach, but with an emphasis on student competency.

The curricular definitions and explanations provided above lead us tosummarise that the curriculum in higher education is an educational plan toengage learners in the acquisition of knowledge and skills leading to a degreeor certificate. It not only refers to the official list of courses and their contentoffered by a university, but also to its purposes, organisation, delivery andactivities, and evaluation programmes developed by the institution.

3.3. The Intended and Offered Curriculum in Higher Education

If curriculum can be defined as an educational plan to engage learners in theacquisition of knowledge and skills leading to a degree or certificate,curriculum in higher education can be viewed as: the intended curriculum,the offered curriculum and the students’ received curriculum. The intendedcurriculum here means an institution’s expectation of what is to be taughtand learnt in its educational system (Codd, 1981; Preedy, 2001). Theintended curriculum could include the university graduate attributes,institutional teaching and learning policies and guidelines, accreditingorganisations’ requirements, and institutional or national teaching andlearning related strategies.

The offered curriculum or teachers’ curriculum is what teachers teach orplan to teach (Preedy, 2001). The received curriculum is the knowledge andskills that are actually learned by students via the course, or theirexperiences of the course (Kelly, 2009; Preedy, 2001). Understanding theseinterpretations of curriculum could help information literacy educators tounderstand that curriculum may be interpreted differently and that

Curriculum and Curriculum Integration of Information Literacy in HE 35

information literacy needs to be integrated into all aspects of the curriculumin order to enable students to become information literate. For example, ifinformation literacy is only integrated into the intended curriculum withoutbeing implemented into the offered curriculum, students may not receiveany information literacy education.

3.4. Different Levels of Curriculum in High Education

From the understanding of curriculum above, the curriculum can also beviewed at different levels such as institutional curriculum, facultycurriculum, programme curriculum, course curriculum and class curricu-lum. At the institutional level, ‘curriculum’ refers to teaching and learningobjectives, teaching plans or strategies, curriculum policies of the particularinstitution as well as to degree programmes. For example, the institutionalcurriculum at the University of Auckland could include the university’sgraduate profiles/attributes, academic plans and university teaching andlearning policies and guidelines, as well as its degree programmes. At thefaculty or departmental level, ‘curriculum’ refers to the faculty ordepartmental teaching and learning policies which are based on theinstitutional teaching and learning policies and professional graduaterequirements of a professional body or organisation. For example, theminimum requirements are necessary to engage in professional practice orreceive professional accreditation. The faculty or departmental curriculumalso includes the organisation of the programmes and courses, delivery andactivities and the evaluation of student learning and the programme which isdeveloped. At the course level, ‘curriculum’ refers to course organisation,learning outcomes, content, delivery and activities, assessment andevaluation. At the class level, ‘curriculum’ refers to class learning outcomes,content, activities and evaluation.

Information literacy can be integrated into different levels of curriculum:university, faculty, course and class by negotiating with different groups ofpeople. When the negotiation is done at the university or faculty level, it is atop-down integration approach. In this approach, information literacy canbe considered to be integrated into the university curriculum or facultycurriculum by negotiating with the university teaching and learningcommittee or with the faculty curriculum committee. When the negotiationis done at the teaching group or individual course level, it is a bottom-upintegration approach. With this approach, information literacy can beintegrated into a course or a group of course curricula by negotiating witheach teaching group or individual programme or course coordinators orcourse lecturers. When the negotiation is done at a course level, one needs toconsider whether the course is compulsory or elective. The compulsory

36 Li Wang

course content is normally out of the course lecturer’s control but they havemore control over the elective courses. It might be easier to start integratinginformation literacy into an elective course which is normally flexible interms of content and delivery method. The research by Wang (2010) showedthat the course lecturers have full control of the course assignment,assessment and course activities for both compulsory and elective courses.When the information literacy educators work with the course lecturersthere is potential for them to negotiate with lecturer(s) about courseassignments, assessments or course activities. Information literacy assess-ment can also be negotiated as part of the course assessment.

Recent research by Wang (2010) demonstrates that information literacycan be integrated into these different levels of curriculum in highereducation. Information literacy integration into the curriculum is a processof collaboration and negotiation which can be done at different levels of thecurriculum. The research concludes with a model of processes for theintegration of information literacy across different levels of academiccurriculum in higher education.

3.5. An Information Literacy Curriculum Integration Model

The information literacy integration model (see Figure 3.1) represents theprocess, people and resources involved in the integration. The intendedoutcome of information literacy integration in the model is to enablestudents to be information literate. The two-headed arrows in the modelindicate that the curriculum integration of information literacy is acontinuous, interrelated and interconnected process. The model demon-strates that information literacy should be integrated into the intendedcurriculum, the offered curriculum as well as the students’ receivedcurriculum. The model also reveals that a higher education curriculum canbe redesigned and negotiated at different levels: the institutional level,programme level and at course or class levels.

3.6. Information Literacy Integrated into Different Levels of

Curriculum

Let us look at how information literacy can be integrated into different levelsof curriculum in higher education. Information literacy can be integratedinto the institutional curriculum by incorporating it into institutionalteaching and learning policies, guidelines and graduate attributes. Forexample, information literacy has been integrated into institutional teaching

IL outcomes (WHAT)(intended curriculum)

IL curriculum working group (WHO)

Academics - course coordinator/lecturers

Collaboration and negotiation

IL curriculum development (offered curriculum) (HOW)

Ongoing interactionswith information

Information literate students (OUTCOMES)

Course curriculum

Con

text

ualis

atio

n

Ong

oing

inte

ract

ions

wit

h in

form

atio

n

Learning and ILtheories

Hea

d of

Fac

ulty

/Dep

t

IL requirements

ILLearningoutcomes

Pedagogy andlearning theories(e.g. socioculturaltheory, Bloom's

taxonomy)

Learning outcomesAssignments

Class activitiesLab activities

Self-study activitiesOnline activities

Assessments

Year 1 curricula

Year 2 curricula

Ass

essm

ent &

eval

uatio

n

Year 3 curricula

Year 4 curricula

wk 1.....................wk 12Six Frames for ILEducation

IL Standards

Communicate and establish personal relationship

Explore possibility of IL integration into identified courses

Identify potential/core courses in each year

IL s

tand

ards

/Fr

amew

ork

IL r

elat

edIn

stitu

tiona

l Pol

icie

s

Inst

itutio

n/fa

culty

Gra

duat

e A

ttrib

utes

Acc

redi

ting

Org

Req

uire

men

ts

Feedback

Feedback

feedback

Evaluation &Face to face Online delivery

Mec

hani

sm o

f en

suri

ng I

L in

tegr

atio

n

Guidelines

Fac

ulty

Lib

rari

ans

IT s

uppo

rt

Lea

rnin

gsu

ppor

t

Lea

rnin

gde

sign

er

Adm

insu

ppor

t

Figure 3.1: An information literacy curricular integration model(Wang, 2010).

Curriculum and Curriculum Integration of Information Literacy in HE 37

and learning policies or guidelines at the University of Auckland (2011), theUniversity of Wollongong (2005) and the University of Tasmania (2005).

The what element of the model (see Figure 3.2) represents informationliteracy requirements in the intended curriculum. These include: theinstitutional graduate information literacy attributes/profiles, the graduateinformation literacy requirements as required by a professional accreditingorganisation such as IPENZ (Institution of Professional Engineers NZ), theinstitutional or national information literacy policies such as institutionallyendorsed information literacy standards, institutional information literacypolicies or related national information literacy strategies.

Information literacy can be integrated into faculty curriculum byintegrating it into the faculty teaching and learning policies and guidelinesor integrating it into faculty teaching programmes learning outcomes andassessments. The research participants indicated (Wang, 2010) that thefaculty curriculum was reviewed regularly by the university or theprofessional organisation. The curriculum review committee members,employers, academic staff and students were involved in the review process.When reviewing the faculty curriculum, information literacy can beintegrated into faculty curriculum by making it a required element.

IL outcomes (WHAT)(intended curriculum)

IL requirementsIL

sta

ndar

ds /

Fram

ewor

k

IL r

elat

edIn

stitu

tiona

l Pol

icie

s

Inst

itutio

n/fa

culty

Gra

duat

e A

ttrib

utes

Acc

redi

ting

Org

Req

uire

men

tsFigure 3.2: The what element of the IL integration model.

38 Li Wang

For example, at the Engineering faculty of the University of Auckland,graduates are required to meet the IPENZ (Institution of ProfessionalEngineers NZ) requirements, to obtain graduate capabilities stated in theUniversity of Auckland graduate profiles, as well as to be empowered withthe information literacy attributes stated in the ANZIIL (Australia and NewZealand Institute of Information Literacy) framework. This is theEngineering faculty’s intended curriculum. The information literacy relatedattributes extracted from this intended curriculum are shown in Table 3.1.

Information literacy can be integrated into a course curriculum byintegrating it into the course learning outcomes, course assignments andassessments, class activities, lab activities and online activities etc. Figure 3.3shows that when integration information literacy into the course curriculum,information literacy needs to be contextualised into the course content suchas: learning outcomes, assignment, course activities and assessment.Students need to be provided opportunities to interact with informationon an ongoing bases, for example across curricula from week 1 to week 12horizontally and from year 1 to year 4 vertically.

When information literacy educators are working on integratinginformation literacy into a course curriculum, a holistic approach needs tobe considered. First of all, they need to understand and analyse all thecourses offered for a programme or for a degree and map against theintended curriculum to identify the potential courses which could haveinformation literacy integrated.

For example, in a four-year degree programme, all courses including corecourses and electives from Year 1 to Year 4 can be analysed, and potentialcourses can be identified, see Figure 3.4. Figure 3.4 represents courses withpotential for information literacy integration in a whole academicprogramme.

Table 3.1: Information literacy related attributes chart extracted from theintended curriculum.

Requirements by accrediting

professional organisation, use

IPENZ Engineers NZ (2009)

as an example

Graduate attributes from

University of Auckland (2003)

graduate profile

ANZIIL information literacy

Standards (2004)

2.2.2 Apply research and

analytical skills to design

activities.

II 5. An ability to recognise

when information is

needed and a capacity to

locate, evaluate and use

this information

effectively.

1 and 2 and 3. The

information literate

person: recognises the need

for information and

determines the nature and

extent of the information

needed, accesses needed

information effectively and

efficiently, critically

evaluates information and

the information seeking

process.

2.3.1 Integrated development

of key contextual skills and

knowledge that underpin

professional practice,

including: appropriate

communication skills for

engineering activities.

II 7. Ability to access,

identify, organise and

communicate knowledge

effectively in both written

and spoken English and/or

Maori.

5. The information literate

person: applies prior and

new information to

construct new concepts or

create new understandings,

communicates knowledge

and new understandings

effectively.

2.3.1 Integrated development

of key contextual skills and

knowledge that underpin

professional practice,

including: the capability to

make ethical decisions and

regulate one’s own

professional conduct.

II 4. Intellectual integrity,

respect for truth and for

the ethics of research and

scholarly activity.

6. The information literate

person uses information

with understanding and

acknowledges cultural,

ethical, economic, legal,

and social issues

surrounding the use of

information.

I 2. An understanding and

appreciation of current

issues and debates in the

major fields of knowledge

studied.

2.4 The information literate

person keeps up to date

with information sources,

information technologies,

information access tools

and investigative methods.

2.1.4 Sufficient depth of

engineering fundamentals

to enable graduates to

think and operate

rationally and

independently within and

outside a chosen field of

specialisation.

II 1. A capacity for critical,

conceptual and reflective

thinking.

3. The information literate

person critically evaluates

information and the

information seeking

process.

Curriculum and Curriculum Integration of Information Literacy in HE 39

Ongoing interactionswith information

Course curriculum

Con

text

ualis

atio

n

Ong

oing

inte

ract

ions

wit

h in

form

atio

n

Learning and ILtheories

Pedagogy andlearning theories(e.g. socioculturaltheory, Bloom's

taxonomy)

Learning outcomesAssignments

Class activitiesLab activities

Self-study activitiesOnline activities

Assessments

Year 1 curricula

Year 2 curricula

Ass

essm

ent &

eval

uatio

n

Year 3 curricula

Year 4 curricula

wk 1.....................wk 12Six Frames for ILEducation

IL Standards

Figure 3.3: Information literacy integrated into different levels ofCurriculum (Wang, 2010).

Core course 1

Core course 1

Core course 1

Core course 1

Core course 1

Core course 1

Core course 1

Core course 1

Year 4Sem 2

Sem 1

Year 3Sem 2

Sem 1

Year 2Sem 2

Sem 1

Year 1Sem 2

Sem 1

Core course 2

Core course 2

Core course 2

Core course 2

Core course 2

Core course 2

Core course 3

Core course 3

Core course 3

Core course 3

Research projectElective 1

Elective 1

Elective 1

Elective 1 Elective 1

Elective 1

Elective 2

Elective 2

Elective 2

Elective 2

Elective 2

Elective 2

Elective 3

Elective 3

Elective 3

Elective 3Elective 2Elective 1

Elective 1

Elective 1

Figure 3.4: Mapping information literacy across an academic programme(Wang, 2010).

40 Li Wang

Once the core or potential courses have been identified, informationliteracy educators can negotiate and work collaboratively with the coursecoordinators and lecturers of these potential courses who may be willing tointegrate information literacy into their curriculum as shown in Figure 3.5.Please note, the names shown as course coordinators/lecturers in Figure 3.5fictional.

Negotiation and collaboration in information literacy integration courseredesign can be started at stage 1 course level and gradually extended toother junior and then senior courses across a programme or degreecurriculum. This approach enables information literacy to be integratedfrom a lower level to a higher level of curriculum.

Table 3.2 shows how to integrate information literacy across programmeor degree course curricula by mapping each course learning outcomesagainst the intended curriculum, based on Bloom’s taxonomy (Bloom,Engelhart, Furst, Hill, & Krathwohl, 1956) to scaffold students to build on

Core courses in Semester 1 Year 1: Core courses in Semester 2 Year 1:

Core courses in Semester 1 Year 2: Core courses in Semester 2 Year 2:

Core courses in Semester 1 Year 3: Core courses in Semester 2 Year 3:

Core courses in Semester 1 Year 4: Core courses in Semester 2 Year 4:

Core course 3 (15) G. Aby / D. Zhang

Properties of steel, concrete, timber, polymers and other materials…

Core course 3 (10) G. Flint / D. Fisher

Stability analysis in geotechnical engineering; slope stability

Core course 2 (10 points) J. Smith / D. Davis

Aspects of elementary engineering surveying as used for gathering site

Core course 2 (15) J. Funk / A. Black

Pipe flow - fluid resistance, friction factor, simple pipe flow and minor losses, xxxxx

Core course 1 (15) J. Glyn / S. Grey

Structural forms and systems. Analysis of determinate systems, engineering

Core course 1 (15) H. Hall / J. Miller

Soil pressures on retaining structures, bearing capacity. Consolidation and settlement.

Core course 3 (15) I. Jackson/H. Holly

Principles of physical and structural geology. Elementary stratigraphy. Applied

h l

Core course 2 (15) R. Irvin / B. Grove

Fluid properties and definitions. Hydrostatics and stability of floatin

Core course 1 (15) H. Roger/J. Shawn

Nature and classification of soils. Density, permeability, stress-strain …..

Core course 2 (10) J. Seeger / L.Sharp

Water quality, water and wastewater characteristics - physical,

Core course 1 (15) H. Upton / J.Tilden

Introduction to structural design -- philosophy, loads, codes; design of ….

Core course 3 (10) G. Hale / D. Bush

Planning for land transport facilities and urban development. Arrangement of street networks

Core course 3 (10) G. Troy / D. Todd

Design of simple structures in timber, concrete steel and masonry to resist gravity

Core course 2 (15) J. Franklin / A.Zoe

Hydrologic processes. Analysis of atmospheric and surface waters.

Core course 3 (10) G. Leo / D. King

Research project- independent study

Core course 3 (10) G. Wise / D. Vogt

Research project on your own selected topic.

Core course 2 (15) J. Taylor / A. Cook

Highway alignment geometrics, aesthetics and location impact considerations. This element of the model represents IL guidelines

Core course 2 (15) J. Kirk / C. Blake

Traffic signal timing analysis. Intersection analysis of performance…..

Core course 2 (15) J. Wang / A. Bowen

The application of legal principles to problems in civil engineering and environmental engineering management.

Figure 3.5: Analysing academic programme curricula.

Curriculum and Curriculum Integration of Information Literacy in HE 41

Table 3.2: Examples of mapping of intended curriculum, Bloom’s taxonomy and information literacy learning outcomes across adegree curriculum.

University of

Auckalnd

Graduate

Attributes

Accrediting

Professional

Requirements

ANZIIL IL

Standards

(Bundy, 2004)

Bloom’s Taxonomy

of Cognitive

Processes

Examples of

Information

Literacy Learning

Outcomes in Year 1

Examples of

Information

Literacy Learning

Outcomes in

Year 2

Examples of

Information Literacy

Learning outcomes in

Year 3

Examples of

Information Literacy

Learning Outcomes

in Year 4

5(a) Respect for

the ethics of

research and

scholarly

activity.

II 4. Intellectual

integrity, respect

for truth and for

the ethics of

research and

scholarly

activity.

(Take University

of Auckland

(2011) Graduate

Profile as an

example.)

2.1.2. A systematic

coverage of the

coherent body of

knowledge related

to a particular

branch of

engineering and its

underlying

principles and

concepts.

(Use IPENZ

Engineers NZ

(2009) as an

example)

1.2. Understand the

purpose, scope and

appropriateness of a

variety of

information sources.

4.1. Record

information and its

sources.

4.2. Organise

information.

6. Use information

with understanding

and acknowledge

cultural, ethical,

economic, legal, and

social issues

surrounding the use

of information.

Knowledge

Remember

previously-learned

materials by recalling

facts, terms, basic

concepts and

answers, e.g. recall

data or information.

Related terms:

Define, name,

memorise, list,

duplicate, label,

order, arrange,

repeat, recognise.

� Know about

library services,

e.g. Reference

and Lending

services, how to

get course

material, where

to get help

� Be aware of the

different types of

literature

(journal article,

reference book,

textbook)

� Remember that

the internet does

not contain

everything and

that the quality

of internet

resources varies.

� Know how to

use document

delivery

services.

� E-mail/

download/

print/export

information in

a variety of

formats from

various sources.

� Understand

that the World

wide web leads

to some

excellent

resources but

evaluation

skills are

required.

� Record all

pertinent

� Recognise other

types of

information in

addition to books

and journals.

� Be able to name

major reference

books, academic

journals and

databases in their

subject or field of

study.

� View and save

records in various

formats.

� Recognise

important

elements within a

record and

understand the

significance of the

citation.

� Know of the core

journals in a

studied subject.

� Recognise when

further

information is

needed and be able

to find it by

drawing

conclusions from

all pertinent

sources of

information.

� Manage

information by

using a citation

management

system.

� Record all search

strategies, sources

used, locations of

sources.

Table 3.2: (Continued )

University of

Auckalnd

Graduate

Attributes

Accrediting

Professional

Requirements

ANZIIL IL

Standards

(Bundy, 2004)

Bloom’s Taxonomy

of Cognitive

Processes

Examples of

Information

Literacy Learning

Outcomes in Year 1

Examples of

Information

Literacy Learning

Outcomes in

Year 2

Examples of

Information Literacy

Learning outcomes in

Year 3

Examples of

Information Literacy

Learning Outcomes

in Year 4

� Know how to

interpret

references in

course reading

list or

bibliographies.

� Create and

manage

bookmarks.

� Know what

plagiarism is and

university

policies on

plagiarism.

citation

information.

� Know how to

cite resources in

a preferred

reference style

and understand

that different

types of

literature

require

different forms

of citation.

� Know when to

give credit to

information and

ideas from others

and how to cite

resources using

different reference

styles.

� Acknowledge

cultural, ethical,

and

socioeconomic

issues related to

access to, and use

of information.

� Understand

concepts and

issues relating to

copyright,

censorship, and

intellectual

freedom.

3(b). Acapacity

to locate,

contextualise,

critically

evaluate,

synthesise, and

use information

effectively.

2.2.2. Apply

research and

analytical skills to

design activities.

(use IPENZ

Engineers NZ

(2009) as an

example)

1.4. Use diverse

sources of

information to

inform decisions.

2.1. Selects the most

appropriate methods

or tools for finding

information.

Application

Use previously

learned knowledge in

a new situation to

solve problems or to

complete tasks, e.g.

apply what was

learned in the

� Use the Basic

Search and

Advanced

Search and

Login functions

of the library

catalogue.

� Use keyword

and exact

searching

techniques

(title, author,

journal,

subject).

� Use previous

learned search

skills to construct

and implement

effective search to

find a variety of

resources, e.g.

conference papers,

� Demonstrate

competency in

using a range of

databases and

other online tools.

� Apply database

search skills to any

new or unforeseen

Table 3.2: (Continued )

University of

Auckalnd

Graduate

Attributes

Accrediting

Professional

Requirements

ANZIIL IL

Standards

(Bundy, 2004)

Bloom’s Taxonomy

of Cognitive

Processes

Examples of

Information

Literacy Learning

Outcomes in Year 1

Examples of

Information

Literacy Learning

Outcomes in

Year 2

Examples of

Information Literacy

Learning outcomes in

Year 3

Examples of

Information Literacy

Learning Outcomes

in Year 4

II 5. An ability to

recognise when

information is

needed and a

capacity to

locate, evaluate

and use this

information

effectively.

(take University

of Auckland

Graduate Profile

(2011) as an

example.)

2.2. Constructs and

implements effective

search strategies.

classroom into novel

situations in a

workplace.

Related terms:

Apply, use, choose,

solve, write, employ,

show, demonstrate,

illustrate, operate,

practice, schedule,

sketch.

� Construct basic

searches, e.g. title

and author in

thelibrary

catalogue,

database and

internet.

� Understand

what

information is

required to

locate the item.

� Understand a

call number and

how to use it to

locate books and

journals in the

library.

� Use the help

function for

support and

advice.

� Conduct

advanced

internet

searching.

� Use ‘history’/

‘saved search’

functions to

access and

modify

previous

searches.

� Select the

appropriate

government

and statistical

publications

that are

relevant in the

discipline.

� Check citations

in library

catalogues or

national

bibliographic

database to find

needed items.

patents and

journal articles.

� Use the advanced

search functions,

e.g. field search,

set limits, and

save searches.

� Use thesauri or

subject headings

where available.

� Limit or broaden

search results

effectively.

� Formulate

appropriate

search strategies.

databases or

search engines.

� Understand how

to do a literature

review.� Understand what

makes a good

research proposal.

� Know of other

experts and

practitioners,

professional

organisations,

official and

business

organisations,

community

resources.

Table 3.2: (Continued )

University of

Auckalnd

Graduate

Attributes

Accrediting

Professional

Requirements

ANZIIL IL

Standards

(Bundy, 2004)

Bloom’s Taxonomy

of Cognitive

Processes

Examples of

Information

Literacy Learning

Outcomes in Year 1

Examples of

Information

Literacy Learning

Outcomes in

Year 2

Examples of

Information Literacy

Learning outcomes in

Year 3

Examples of

Information Literacy

Learning Outcomes

in Year 4

2(b). An ability

to communicate

effectively using

written and

spoken English

and/or Maori, orwhere

appropriate,

other languages.

3(a). A capacity

for critical,

conceptual, and

reflective

thinking.

3(b). A capacity

to locate,

contextualise,

critically

evaluate,

synthesise, and

use information

effectively.

2.2.4. Integrate all

aspects of the

programme into

developing

elements, systems

and processes to

meet specified

needs.

2.3.1. integrated

development of key

contextual skills

and knowledge that

underpin

professional

practice, including:

appropriate

communication

skills for

engineering

activities.

(use IPENZ

Engineers NZ

5.1. Compares and

integrates new

understandings with

prior knowledge to

determine the value

added,

contradictions, or

other unique

characteristics of the

information.

5.2. Communicates

knowledge and new

understandings

effectively.

Synthesis

Compile information

together in a

different way by

combining elements

in a new pattern or

proposing alternative

solutions, e.g. put

parts together to

form a whole, with

emphasis on creating

a new meaning or

structure.

Related terms: create,

develop, combine,

compose, assemble,

construct, design,

develop, invent, plan,

formulate, manage,

organise, propose,

set up.

� Write a short

report or essay

by summarising

information

obtained.

� Determine

whether

information

sought satisfies

the original need.

� Choose

appropriate

communication

media such as

PowerPoint

presentation or

report.

� Summarise the

main ideas

from

information

obtained.

� Write an

effective report

and instruction

manual, and

present

effective oral

presentation.

� Use a range of

information

technology

formats.

� Design

documentation

and give an oral

presentation

using found

information.

� Recognise

interrelationships

between concepts

and draw

conclusions based

on information

gathered.

� Apply

information/

knowledge to

create new

understanding

and to solve a

problem.

� Write the project

report by

synthesising

information

found from

various sources,

e.g. conferences,

patents and

� Compare

‘knowledge

gained’ with prior

knowledge to

determine the

value added.

� Communicate

effectively,

comprehending

and writing

effective reports

and design

documentation,

making effective

oral presentations

and giving and

receiving clear oral

instructions.

� Write an effective

research proposal,

research report

and present

Table 3.2: (Continued )

University of

Auckalnd

Graduate

Attributes

Accrediting

Professional

Requirements

ANZIIL IL

Standards

(Bundy, 2004)

Bloom’s Taxonomy

of Cognitive

Processes

Examples of

Information

Literacy Learning

Outcomes in Year 1

Examples of

Information

Literacy Learning

Outcomes in

Year 2

Examples of

Information Literacy

Learning outcomes in

Year 3

Examples of

Information Literacy

Learning Outcomes

in Year 4

II 7. An ability to

access, identify,

organise and

communicate

knowledge

effectively in

both written and

spoken English

and/or Maori.

(take University

of Auckland

Graduate Profile

(2011) as an

example.)

(2009) as an

example)

academic journals

and by adding to

or modifying

existing personal

knowledge.

effective oral

presentation and

poster.

� Understand that

information and

concepts in any

discipline are at

least in part the

result of social

construction.

Curriculum and Curriculum Integration of Information Literacy in HE 47

information literacy capability from junior to senior years. Based onlearning outcomes for each course, the information literacy assignments,activities and assessments can be developed to integrate information literacyacross curricula for an academic programme or degree.

3.7. Summary

The curriculum in higher education can be viewed as an institutional,faculty, programme, course and class curriculum. Information literacy canbe integrated into all of these different levels of curriculum. Curriculumintegration of information literacy is a collaborative effort betweeninformation literacy educators and lecturers and it needs to be contextua-lised within the course learning outcomes, assignments, class activities,online activities and course assessments. It also needs to integrated acrosscourse curricula from a lower level to a higher level based on intendedcurriculum and learning theories, for example Bloom’s taxonomy. Thepurpose of curricular integration of information literacy is to enablestudents to be information literate and meet 21st challenges.

Acknowledgement

Thank you my colleague Tricia Bingham for proofreading this chapter andalso providing valuable suggestions.

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