1. A practical model
for curricular integration of IL
in higher education
LILAC 2011
___________________________
Dr. Li Wang
Learning Services Manager
The University of Auckland, NZ
l.wang@auckland.ac.nz

2. An IL integration model

3. An IL integration model
LILAC 2011
IL education approaches in HE
Extra-curriculum Inter-curriculum
Academic Academic
IL course IL course
curricula curricula
Intra-curriculum/ Stand-alone
Integration/embedding
Academic
Academic course IL course
IL curricula IL curricula
IL

4. An IL integration model
LILAC 2011

5. An IL integration model
LILAC 2011

6. An IL integration model
LILAC 2011

7. An IL integration model
LILAC 2011
A recent PhD research
Wang, L. (2010). Integrating information literacy into
higher education curricula – An IL integration model.
Unpublished PhD thesis, Queensland University of
Technology. [The thesis will be available on the QUT ePrint site]
Sociocultural theories were adopted in the entire study

8. An IL integration model
LILAC 2011
Sociocultural theories
Human cognition
• is developed through engagement in social
activities;
• is embedded within social events and occurs
as an individual interacts with other people,
objects, and events.
Lev Vygotsky (1896-1934, Russian psychologist)
– Mind in society (1978)
–Thought and language (1986)
Vygotsky

9. An IL integration model
LILAC 2011
Two phases of the research
Phase I – Interviews at three IL active universities
Law Medical Education
16 librarians +
Business Science
5 academics
Engineering Creative Health
arts science

10. An IL integration model
LILAC 2011
Two phases of the research
Phase II – Development at 4th university
14 academics Y4 curriculum
4 librarians working group
7 students
Y3 curriculum
working group
Collaboration:
• Course lecturers
• Subject librarians
• Learning support
Y1 curriculum • IT support staff
working group • Learning designers
• The researcher

11. An IL integration model
LILAC 2011
An IL integration model
Who: IL curriculum
working group
How: IL contextualisation,
What: IL guidelines in
on-going interaction with IL,
the intended curriculum
collaboration and negotiation
Outcome: Information
literate students

12. An IL integration model
LILAC 2011
An IL integration model- what handout
IL outcomes (WHAT)
(intended curriculum) Discussion:
what is the
Graduate Attributes
Institution/faculty
Endorsed by Inst.
Accrediting Org
Institutional IL
Requirements intended
IL standards
curriculum in
Policy
your
institution or
faculty?
IL requirements

13. An IL integration model
LILAC 2011
Intended curriculum at UoA (handout)
University Graduate
IPENZ Graduate Requirements ANZIIL IL Standards
Profiles / IL policy
1 and 2 and 3. The information literate
1.4 Recognise when further
person recognises the need for
information is needed and be able II 5. An ability to recognise
information and determines the nature
to find it by identifying, evaluating when information is needed
and extent of the information needed;
and drawing conclusions from all and a capacity to locate,
accesses needed information effectively
pertinent sources of information, evaluate and use this
and efficiently. Critically evaluates
and by designing and carrying out information effectively.
information and the information seeking
experiments. process.
1.7 Communicate effectively, II 7. Ability to access,
5. The information literate person applies
comprehending and writing identify, organise and
prior and new information to construct
effective reports and design communicate knowledge
new concepts or create new
documentation, summarising effectively in both written
understandings. Communicates
information, making effective oral and spoken English and/or
knowledge and new understandings
presentations and giving and Maori. / Integrate IL into
effectively.
receiving clear oral instructions. academic courses

14. An IL integration model
LILAC 2011
An IL integration model
Who: IL curriculum
working group
How: IL contextualisation,
What: IL guidelines in
on-going interaction with IL,
the intended curriculum
collaboration and negotiation
Outcome: Information
literate students

15. An IL integration model
LILAC 2011
An IL integration model – Who handout
IL curriculum working group (WHO)
Identify potential/core courses in each year
Mechanism of ensuring
Head of Faculty/Dept
Explore IL integration into identified courses
IL integration
Communicate and establish relationships
Academics - course coordinator/ lecturers
Librarians
Learning
Learning
Faculty
designer
support
support
support
Admin
IT
Collaboration and negotiation

16. An IL integration model
LILAC 2011
An example of identifying
potential courses
Engineering faculty curriculum
Engineering
General Maths Engineering Bio/Chem for Materials Elect. & Dig. Comput'n &
PART1 Design Hugh
Education Modelling Mechanics Engineers Science Systems S'ware Dev.
M
General Maths
PARTII core core core core core core
Education Modelling
Management Maths
PART1II core core core core core Elective
for Engineers Modelling
Professional
and
PART1V Project core Elective Elective Elective Elective
Sustainability
Issues

17. An IL integration model
LILAC 2011
Year 2 Semester I
Civil 201 Land Civil 210 Introduction to Civil 220 Introductory Engineering Geology
Civil 220 Introductory Engineering Geology Civil 230 Fluid Mechanics 1
information Sys (10) S1 Structures (15) S1 (10) S1 Prebble
(10) S1 Prebble (10) S1 Tony Swann ENGSCI 211 Math
Larkin/St George Omenzetter/Butterworth Principles of physical and structural geology.
Principles of physical and structural geology. Fluid properties and definitions. modeling II (15) S1
Aspects of elementary Structural forms and Elementary stratigraphy. Applied
Elementary stratigraphy. Applied Hydrostatics and stability of Compulsory for all
engineering surveying as systems. Analysis of geomorphology. Geologic surveying and
geomorphology. Geologic surveying and floating bodies. Fluid flow, engineering students
used for gathering site determinate systems, mapping. Elementary seismology; microzoning
mapping. Elementary seismology; microzoning energy and continuity
information for the design engineering beam theory, and seismotectonic hazard evaluation. Engineering
and seismotectonic hazard evaluation. Engineering relationships. Viscosity. Force
and setting out of works. composite beams, elasticity, properties, description and identification of
properties, description and identification of and momentum relationship.
Land information failure theories. Restriction: geologic materials. General applications of
geologic materials. General applications of Dimensional analysis and
systems, modern methods ENVENG 210, geology to engineering
geology to engineering similarity. Introduction to
of gathering, processing RESOURCE 210 Suggestion: research on rocks, list of common
Suggestion: research on rocks, list of common turbomachinery.
and presenting Opportunity, small design rocks, its property, how it is extracted, how it is
rocks, its property, how it is extracted, how it is Potential, report on
information for used
used experimental
engineering purposes Research on landslides: an example of landslide,
Research on landslides: an example of landslide,
potential GIS db  investigating the case and report your finding,
investigating the case and report your finding,
engineering solution of preventing such disaster
engineering solution of preventing such disaster
won’t happened again. Qualitative explanation.
won’t happened again. Qualitative explanation.
Year 3 Semester I
ENGGEN 303
ENGGEN 303 Civil 322 Geomechanics Civil331 Hydraulic Civil360 Transportation
Civil360 Transportation Civil 312 Structures and ENVENG 341 (15)
ENVENG 341 (15)
management for
management for 2 (10) S1 Larkin Engineering (10) S1 Melville Engineering 1 (10) S 1
Engineering 1 (10) S 1 Design 2 (15) S1 Megget Environmental Engineering
Environmental Engineering
engineers S1, Des
engineers S1, Des Stability analysis in Pipe flow - fluid resistance, Henning
Henning Design of simple 2 S1 Anther & Takis
2 S1 Anther & Takis
Compulsory for all
Compulsory for all geotechnical engineering; friction factor, simple pipe flow Highway alignment
Highway alignment structures in timber, Examines natural
Examines natural
engineering students
engineering students slope stability, soil and minor losses, steady-state geometrics, aesthetics and
geometrics, aesthetics and concrete steel and environmental processes and
environmental processes and
Suggestion: research
Suggestion: research pressures on retaining pipe flow and pipe networks. location impact considerations.
location impact considerations. masonry to resist gravity, their relevance to engineering.
their relevance to engineering.
on technology transition
on technology transition structures, bearing Open channel flow - energy Basis of mechanistic pavement
Basis of mechanistic pavement wind, earth pressure and Soil and water chemistry,
Soil and water chemistry,
e.g VCR to DVD the
e.g VCR to DVD the capacity. Consolidation and momentum, uniform flow design techniques, pavement
design techniques, pavement other loads. Elastic and equilibrium and organic
equilibrium and organic
cause of the change - an
cause of the change - an and settlement. and flow resistance, critical materials and bituminous
materials and bituminous plastic analysis of chemistry, microbiology,
chemistry, microbiology,
assignment on business
assignment on business Always opportunity, flow, specific energy and flow surfacing. 1 test + 1 exam.
surfacing. 1 test + 1 exam. indeterminate structures. biochemistry and biological
biochemistry and biological
planning, at least 8
planning, at least 8 design and report  force, backwater analysis, Suggestion: research on
Suggestion: research on Structural stability. processes will be examined,
processes will be examined,
references from journals
references from journals channel transitions. famous road design e.g.
famous road design e.g. Introduction to structural focusing on the application of
focusing on the application of
 spaghetti junction ,, why it
spaghetti junction why it
happened, is that good for
analysis programs. these in engineering design,
these in engineering design,
practice and management.
happened, is that good for practice and management.
traffic; centralized motorways,
traffic; centralized motorways, Restriction: RESOURCE 341
Restriction: RESOURCE 341
advantages and disadvantages
advantages and disadvantages 

18. An IL integration model
LILAC 2011
Identify potential courses: Y1 to Y4
Core course 2 (10 Core course 3
Core course 3 (15)
points) J. Smith / D. (10) G. Flint / D. Core course 3 (15)
I. Jackson/H. Holly
Davis Core course 1 (15) Fisher G. Aby / D. Zhang
Aspects of / S. Grey Core course 2 (15)
J. Smit J. Funk / A. Black Core course 2 (15)
elementary PrinciplesR. Irvin / B. Grove
of Properties of steel, 2
Core course
engineeringCore course 1 (15) Stability analysis physical and (10)
concrete, timber,
surveying as used / S. Grey
J. Glyn
Structural forms and in geotechnicalCore course 1 (15) structural geology. Core course 1 (15) J. Seeger /
polymers and other
Pipe flow - fluid
for gathering site
systems. Analysis of engineering; slope / J. Miller
H. Hall Elementary Fluid properties L.Sharp
materials…
resistance, friction H. Roger/J. Shawn
information for Core course 1 (15)
the
determinate systems, stability stratigraphy. definitions.
and Water quality,course 1 (15)
Core
factor, simple pipe
design engineeringColiny and
S.
and setting 
Structural forms water and Upton / J.Tilden
H.
flow and minor course 1 (15)
Core
Soil H. Zu
pressures on
Hydrostatics and
out of works. Land Analysis of
systems. wastewater
losses, xxxxx / C. Miller
retaining structures,
stability of floatin
Nature and Introduction to
informationdeterminate systems,  classification of characteristics -
Structural forms and
engineering  bearing capacity. on
Soil pressures soils. Density, physical,structural design --

Consolidationstructures, philosophy, loads,
systems. Analysis of retaining and … permeability, stress-
determinate systems, codes; design of
bearing capacity. strain …..
engineering  ….
Consolidation and …
Core course 3 (10)
G. Troy / D. Todd Core course 3 (10)
G. Hale / D. Bush Core course 3 (10) Core course 3 (10)
G. Wise / D. Vogt G. Leo / D. King
Core course 2 (15)
Design of simple
structures in Taylor / A. Cook
J. Core course 2 (15)
Planning for land Project (15)
Project (15)
timber, concrete transport facilities / A.Zoe
J. Franklin
Research J. WangonA. Bowen
project / Research J. Wang / A. Bowen
project-
steel and masonry and urban your own selected independent study
to resist gravity  alignment
Highway
development. topic.   Traffic signal timing
geometrics, aesthetics Hydrologic analysis. Intersection
Arrangement of The application of
and location impact processes. Analysis analysis of
street networks legal principles to
considerations. This of atmospheric and performance…..
element of the model problems in civil
surface waters.
represents IL guidelines engineering and
environmental
engineering
management.

19. An IL integration model
LILAC 2011
Integrating IL across curricula
Year IV Core course 1 Elective 1 Elective 2 Elective 3
Sem II Research project
Core course 1 Elective 1 Elective 2 Elective 3
Sem I
Year III
Core course 1 Core course 2 Core course 3 Elective 1 Elective 2
Sem II
Sem I Core course 1 Core course 2 Core course3 Core course 4 Elective 1
Year II Core course 1 Core course 2 Core course 3 Core course 4 Elective 1
Sem II
Sem I Core course 1 Core course 2 Core course 3 Core course 4 Elective 1
Year I
Core course 1 Core course 2 Core course 3 Core course 4 Elective 1
Sem II
Sem I Core course 1 Core course 2 Core course 3 Core course 4 Elective 1

20. An IL integration model
LILAC 2011
Discussion
How would you identify the potential
courses for integrating information
literacy across the curriculum in an
academic programme in your
institution?

21. An IL integration model
LILAC 2011
Summary: identifying potential
courses
1. Identify all courses in each year
2. Identify course coordinators/lecturers
for each course
3. List all courses by year and semesters
with short description
4. Analyse potential course for IL
integration

22. An IL integration model
LILAC 2011
An example of collaboration
An IL curricular design group
Subject Librarian demonstrated process
of how to search for what subject
librarians do and evaluate them
– Learning advisor wrote a demo report
based on the process of information
searching, referencing, plagiarism
– Lecturers, SL & learning advisor
worked on a marking schedule
– IT support & lecturers set up an online
peer marking system

23. An IL integration model
LILAC 2011
Discussion
Who can you collaborate within your
institution to integrate information
literacy across the curriculum?

24. An IL integration model
LILAC 2011
An IL integration model
Who: IL curriculum
working group
How: IL contextualisation,
What: IL guidelines in
on-going interaction with IL,
the intended curriculum
collaboration and negotiation
Outcome: Information
literate students

25. An IL integration model
LILAC 2011
An IL integration model – How handout
Learning IL curriculum dev (Offered curriculum)
and IL Course Year1 curricula
Ongoing interactions with
theories curriculum
Evaluation
Learning
Pedagogy & Year 2 curricula
outcomes
information
Contextualisation
learning theories
Assignments
(sociocultural Year 3 curricula
theories; Class activities
Bloom’s Lab activities
taxonomy) Self-study Year 4 curricula
activities
Six Frames for week1 …....... week 12
IL Education Online
activities Ongoing interactions
IL Standards Assessments with information

26. An IL integration model
LILAC 2011
Application of Bloom’s taxonomy
Levels of thinking
Examples of IL learning outcomes
(Bloom’s taxonomy)
The students are able to list three Boolean operators. Memory / recall
When given a research topic, the students are able to
identify the search terms and write a search strategy Comprehension
using Boolean operators.
The students are able to apply search strategy using
Boolean operators to conduct the searches in Application
different databases.
The students are able to analyse the search results
Analysis
and refine their search by using Boolean operators.
The students are able to synthesise different search
results and to evaluate search strategies and Synthesis and evaluation
reconstruct their search by using Boolean operators.

27. An IL integration model
Bloom’s taxonomy (handout)
LILAC 2011
Bloom’s taxonomy Year 1 Year 1 Year 3 Year 4
Know how to cite resources in a Know when to give credit to
Knowledge remembering or Acknowledge cultural, ethical,
Know how to interpret preferred reference style and information and ideas from
recognising something and socioeconomic issues
references in course reading understand that different types of others and how to cite
without necessarily related to access to, and use of
list or bibliographies. literature require different forms resources using different
understanding. information.
of citation. reference styles.
Understand the difference Understand the differences
Understand basic methods of
Comprehension between keyword and exact between books, journals,
obtaining information, e.g. Develop a research proposal.
understanding the material searching techniques (title, conference papers, reports or
keyword or author search.
being communicated. author, journal, subject). patents.
Construct basic search e.g.
Application Construct and implement Use the advanced search
title and author search in
using general concept to solve effective keyword searches using functions e.g. field search, set Conduct a literature review.
library catalogue, database
a particular problem. appropriate synonyms. limits, and save searches.
and Internet.
Analyse the number and Critically assess number and
Analysis
Sort search results by title, relevance of information relevance of information Recognise inaccuracies in
breaking something down into
author, publication date etc. retrieved and refine search retrieved and refine search information retrieved.
parts.
strategy as required. strategy as required.
Recognises interrelationships
Synthesis Write a short report or essay Compare ‘knowledge gained’
Summarize the main ideas from between concepts and draws
creating something new by by summarising information with prior knowledge to
information obtained. conclusions based on
combining different ideas. obtained. determine the value added.
information gathered.
Analyse and evaluate
Evaluate web resources by Analyse and evaluate information by a variety of
Evaluation
using basic evaluation criteria information on its reliability, Distinguish facts, opinion, and criteria such as reliability,
judging the value of materials
such as authority, currency, accuracy, authority and bias of information retrieved. validity, accuracy, authority,
or methods
audience, etc. timeliness. timeliness, and point of view
or bias.

28. An IL integration model
LILAC 2011
Example of IL learning outcomes (handout)
Accrediting Bloom's Examples of Examples of Examples of Examples of
Graduate professional ANZIIL Taxonomy of IL learning IL learning IL learning IL learning
Attributes requirements IL standards Cognitive outcomes outcomes outcomes outcomes
(GA) (APR) Processes in Year 1 in Year 2 in Year 3 in Year 4
• Recognise other
• Know about
types of • Know of the core
library services
1.2 Understand • Know how to use information in journals in studied
e.g. Reference
the purpose, Knowledge document delivery additional to subject;
and Lending
scope and a Remember services; books and • Recognise when
services, how to
5(a) Respect for variety of previously-learned •Email/download / journals; further information
get course
the ethics of 1.8 Understand the information materials by print/export • Be able to name is needed and be
material, where to
research and role of engineers sources; recalling facts, information in a major reference able to find it by
get help;
scholarly and their 4.2 Organise terms, basic variety of formats books, academic drawing
• Be aware of the
activity. responsibility to information; concepts and from various journals and conclusions from
different types of
society by 6. Use answers, e.g. recall sources; databases in their all pertinent
literature (journal
II 4. Intellectual demonstrating an information with data or • Understand the subject field of sources of
article, reference
integrity, respect understanding of understanding information.D7 www leads to study; information;
book, textbook);
for truth and for the general and some excellent • View and save • Manage
• Remember that
the ethics of responsibilities of acknowledging Related terms: resources but records in various information by
the Internet does
research and a professional cultural, ethical, define, name, evaluation skills formats; using a citation
not contain
scholarly engineer. economic, legal, memorise, list, are required; • Recognise management
everything and
activity. and social issues duplicate, label, • Record all important system;
quality of Internet
surrounding the order, arrange, pertinent citation elements within a • Record all search
resources varies;
use of repeat, recognise. information; record and strategies, sources
information. understand the used, locations of
significance of sources;
the citation;

29. An ILoutcomes
IL integration model
IL curriculum working group (WHO)
Mechanism of ensuring IL integration
Communicate and establish personal relationship
LILAC 2011
Head of Faculty/Dept
(WHAT) (intended
curriculum) Explore possibility of IL integration into identified courses
Institution/faculty
Accrediting Org
Institutional IL
Requirements
IL standards /
Identify potential/core courses in each year
Framework
Attributes
Graduate
Guidelines
Policy
Academics - course coordinator/ lecturers
Feedback
IT support
Learning
Librarian
Learning
designer
support
support
Admin
Faculty
s
IL requirements
Collaboration and negotiation
IL curriculum development (offered curriculum) (HOW)
Learning and IL
Year1 curricula
Ongoing interactions
theories Course curriculum
with information
IL
Evaluation
Learning Pedagogy and Learning outcomes Year 2 curricula
Contextualisation
outcomes learning theories Assignments
(e.g. sociocultural Class activities Year 3 curricula
theories, Bloom’s Lab activities
taxonomy)
Self-study activities Year 4 curricula
Six Frames for IL Online activities
wk 1……….......wk 12
Education Assessments
Ongoing interactions
IL Standards with information
Face to face Online delivery
Feedback Evaluation &
Information literate students (OUTCOMES)
feedback

30. An IL integration model
LILAC 2011
Situational
analysis
Assessment Curricular IL curricular integration
&evaluation intentions model (2010)
Curriculum
Teaching Curriculum analysis
experience content
IL assessment IL learning
McGee’s curricular
development model (1995) &evaluation outcomes
IL learning Contextualisation
activities & ongoing

31. An IL integration model
LILAC 2011
Discussion
How would you apply the model in your
faculty or institution to integrate
information literacy across the
curriculum?

32. An IL integration model
LILAC 2011
Model application in Education
Using information to Year 1 – Support & scaffolding Year 2 – Developing independence Year 3 – Independent learning
learn
NB Categories below Bloom’s Taxonomy– knowledge, Bloom’s Taxonomy - application, analysis Bloom’s Taxonomy– synthesis, evaluation
developed from items in comprehension SOLO - Relational SOLO – Extended abstract
blue: SOLO – Unistructural, multistructural
Recognise need for E.g.: E.g.: E.g.:
information/decide Be familiar with the appropriate learning Examine assignment topics and develop Recognise when further information is
Graduate Profile II (e) management system – Cecil/Moodle keywords for searching needed and be able to find it from relevant
UoA IL Policy - Skills (a) Generate ideas using thinking tools such sources
ANZIIL IL Standards (1) as brainstorming
Understand the assignment questions and
requirements
Locate/find/sort E.g.: E.g.: E.g.:
information  Be familiar with the Education Library  Develop a keyword concept map for  Familiarity with searching Google
Graduate Profile II (e) – know how to get course readings, searching the Catalogue and Scholar and the Education set of
UoA IL Policy - Skills (b) find books, check out and return Databases databases for finding articles
ANZIIL Standards (2) books, lending policies, where to get  Mental map of Catalogue, Databases  Use the advanced search features
study help, special collections and Internet (Google) – understand of the Catalogue such as saving
 Interpret items on a reading list – limitations of Internet searches and using facets
understand differences between  Be aware of the major NZ educational  Carry out advanced
journals, articles, book chapters, journals Internet/database searching
books  Source material from outside the effectively – use social bookmarking
 Find the full-text of an article both Epsom and University libraries by to store and retrieve information
electronically and in print using intercampus delivery and  RSS and alerting feeds
interloan

33. An IL integration model
LILAC 2011
Model application in Planning

34. An IL integration model
LILAC 2011

35. An IL integration model
LILAC 2011

36. An IL integration model
Any questions?
______________________________________
Dr. Li Wang
Learning Services Manager
The University of Auckland, NZ
l.wang@auckland.ac.nz