The University of Otago Library has created a three-tiered model to develop transferable information literacy skills that support lifelong learning. These tiers are standards-based and consistent of traditional, user, education-based tours and classes (tier 1), a generic information literacy competency guide (tier 2), and the embedding of information literacy into academic curricula (tier 3)
Campus collaboration to embed information literacy learning outcomes into curricula, courses, and as...
The National Adult Literacy Survey (1996) found that older people lacked three types of literacy: pr...
We would like to present some ideas on the practice of teaching and learning in the field of informa...
It is well established that information literacy contributes to lifelong learning. This paper presen...
Collaborative learning improves student learning therefore to enhance students’ lifelong learning sk...
It is well established that information literacy contributes to lifelong learning. This paper presen...
This paper outlines the conceptualisation and implementation of an information literacy strategy wit...
Collaborative learning improves student learning therefore to enhance students’ lifelong learning sk...
A relational model of information literacy (Bruce 1997) has been used as a framework for examining n...
Abstract This paper conceptualizes literacy and learning as a continuum that requires appropriate pl...
Within today's information society, the most important learning outcome for all students is their be...
Libraries from its inception as been a power house of knwowledge, without it, no living organism c...
The University of Tasmania (UTAS) has an Information Literacy policy that acknowledges leadership fr...
IL is common to all disciplines, to environments, and to all levels of education. Developing lifelon...
This article examines the importance of ‘information literacy ’ skills in the 21st century. It discu...
Campus collaboration to embed information literacy learning outcomes into curricula, courses, and as...
The National Adult Literacy Survey (1996) found that older people lacked three types of literacy: pr...
We would like to present some ideas on the practice of teaching and learning in the field of informa...
It is well established that information literacy contributes to lifelong learning. This paper presen...
Collaborative learning improves student learning therefore to enhance students’ lifelong learning sk...
It is well established that information literacy contributes to lifelong learning. This paper presen...
This paper outlines the conceptualisation and implementation of an information literacy strategy wit...
Collaborative learning improves student learning therefore to enhance students’ lifelong learning sk...
A relational model of information literacy (Bruce 1997) has been used as a framework for examining n...
Abstract This paper conceptualizes literacy and learning as a continuum that requires appropriate pl...
Within today's information society, the most important learning outcome for all students is their be...
Libraries from its inception as been a power house of knwowledge, without it, no living organism c...
The University of Tasmania (UTAS) has an Information Literacy policy that acknowledges leadership fr...
IL is common to all disciplines, to environments, and to all levels of education. Developing lifelon...
This article examines the importance of ‘information literacy ’ skills in the 21st century. It discu...
Campus collaboration to embed information literacy learning outcomes into curricula, courses, and as...
The National Adult Literacy Survey (1996) found that older people lacked three types of literacy: pr...
We would like to present some ideas on the practice of teaching and learning in the field of informa...