1. 
P
Good teaching and learning practice should always consider:
Assessment and Skills
Learner Engagement
Information Feedback
Havingassessment and feedback design should help empower and
Good good information skills means that learners recognise when
information is needed,provide opportunitiesto locate, evaluate, and
engage learners and and have the ability for feedback dialogue
(peer and/or teacher-learner).
use the relevant information effectively in their studies.
These cards aim to to help staff redesign their formativeskills strategy, think
These cards aim help staff consider their information assessment and
feedback practice in innovative ways that will allow learners to develop the
about how the information skills load is spread throughout the course,
ability to self-regulate their own learning and therefore improve
and help learners the quality ofnecessary information skills for their studies.
develop the their learning experience.
Adapted for use from the Hybrid Learning Model,
Adapted from the SCONUL Seven of good formative assessment and feedback
REAP principles Pillars Model of Information Literacy Viewpoints Project funded by the
University of Ulster/8LEM, LabSET, Université de Liège

2. 2

P
Good teaching and learning practice should always consider:
Creativity
Assessment and Skills
Learner Engagement
Information Feedback
in the curriculum
Havingassessment curriculum is the ability to seehelp empower and
Good good information skills means that learners recognise when
Creativity in the
and feedback design should
things in a new
information is needed,provide opportunitiesto locate, evaluate, and
engage learners and and have the ability for feedback dialogue
way, seeking solutions to issues and challenges with an
(peer and/or teacher-learner).
use the relevant information effectively in their studies.
innovative, novel approach.
These cards aim to to help staff redesign their formativeskills strategy, think
These cards aim help staff consider their information assessment and
feedback practice in innovative ways that will allow learners to develop the
These cards identify creative and innovative practice within highercourse,
about how the information skills load is spread throughout the education
ability to self-regulate their own learning and therefore improve
and help learnersdevelopment necessary information skills for their studies.
and promote the develop the of student creativity within subject curricula.
the quality of their learning experience.
Adapted for use from the Hybrid Learning Model,
Adapted fromfrom the Centreprinciples of good formative assessment and feedback
Adapted
UniversityUlster’s
REAP for Higher
SCONUL Seven Pillars Model of Information Literacy
of Ulster/8LEM, LabSET, Education Practice ‘Creativity in the Curriculum’ Group
Université de Liège
Viewpoints Project funded by the

3. Priority:
http://viewpoints.ulster.ac.uk/resources

4. Priority:
http://viewpoints.ulster.ac.uk/resources

5.  Good teaching and learning practice should always consider:
Learner Engagement
Information Skills
Having good information skills means that learners recognise when
information is needed, and have the ability to locate, evaluate, and
use the relevant information effectively in their studies.
These cards aim to help staff consider their information skills strategy, think
about how the information skills load is spread throughout the course,
and help learners develop the necessary information skills for their studies.
Adapted for use from the Hybrid Learning Model,
Adapted from the SCONUL Seven Pillars Model of Information Literacy Viewpoints Project funded by the
University of Ulster/8LEM, LabSET, Université de Liège

6.  Good teaching and learning practice should always consider:
Learner Engagement
Adapted for use from the Hybrid Learning Model,
Viewpoints Project funded by the
University of Ulster/8LEM, LabSET, Université de Liège

7. Priority:
http://viewpoints.ulster.ac.uk/resources

8. Priority:
http://viewpoints.ulster.ac.uk/resources