Embedding information literacy education in
an entry to practice program
Dr Nigel Barr

Acknowledgements
• CSALT – USC Learning and Teaching Grant Scheme
• Reference group
• Student life and learning – Margot Reeh
• Librarian – Roger Carter
• C-SALT – Theresa Ashford
• NAPA – in kind support
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Who am I & where is USC?
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Smart Steps Case based simulation Evidence based practice

Why the fuss over IL?
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Changing student
intake
• the suite of
competencies and
attributes of students
entering university
has changed over the
last 2 decades
Research
• universities in
Australia are not
successfully
equipping their
graduates with
information literacy
skills to enable life-
long learning.
Changing
teaching practice
• How do we teach our
students to move
beyond reproducing
current thinking to
critical thinking?

Ambulance and Paramedic Industry Skills Forecast
Industry Reference Committee; 2018
• Certificate II to diploma
• VET sector
• Bachelor  PhD
• Tertiary sector
• National registration for
paramedics in Australia begins
2018
• Degree now baseline qualification
for paramedics
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The IRC ranked 12 generic skills
1
• Information literacy
2
• Communication
3
• Leadership…
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The project
Literature review
External Data Collection
Network of Australian
Paramedic Academics
Internal Data Collection
USC Bachelor of
Paramedic Science
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NAPA study
What did our external partners SAY?
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We asked NAPA participants (n=29) to define
what Information Literacy meant to them...
Theme % of comments Skill level
Find / collect 84.6 Lower
Critique / evaluate 53.8 Higher
Integrate 38.5 Higher
Understand 38.5 Lower
Identify knowledge required 34.6 Higher
Communicate 19.2 Higher
Manage data 3.8 Lower
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The benefits of developing Information Literacy
skills in Paramedics
Students who develop information literacy skills Generally
agree (%)
can engage in independent learning through constructing new
meaning, understanding and knowledge.
94.7
can search for and use information for decision making and
problem solve.
94.7
can demonstrate social responsibility through a commitment to
lifelong learning and community participation.
73.7
derive satisfaction from using information wisely. 68.4
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“Standard” . “Element” . “Learning Objective”
Standard 1. Recognises the need for information and
determines the nature and extent of the information needed
Importance Point in
program
1.1.1 Explores general information sources to increase
familiarity with the topic
High Early
1.1.4 Identifies key concepts and terms in order to formulate
the focus questions
High nc
1.2.1 Understands how information is organised and
disseminated
High Early
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Points of consensus

Points of consensus
1. Recognises the need for information and determines the nature and extent of
the information needed
1.1 Defines and articulates the information needed
Activities/context: Explore information sources, identify key concepts and terms
1.2 Understands the purpose, scope and appropriateness of a variety of information
sources
Activities/context: Topic context is discipline bound; differentiates between a
variety of information sources; identifies primary and secondary information
sources
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Student survey
USC Internal data
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Making sense of student understandings of
Information Literacy:
Sources of information students use for assignments
• Peer Reviewed Journal 97.3
• Textbooks 82.0
• Government reports 64.9
• Online reference 60.4
• Collaborative Encyclopaedia 12.6
• News Media 2.7
• No statistically significant changes across the years
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• Use of diverse resources to develop assignments increased with year
in program:
Entry year 24.3% final year 65.0%
• HOWEVER - no associations were found for year in program
regarding:
• checking whether a concept is still current while developing an answer for an
assignment.
• use a systematic process to help judge the relevance of the information.
• use of bibliographic software to manage collected information.
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Making sense of student understandings of
Information Literacy:

• Associations were found for year in program
• Use of multiple sources to reach a conclusion
• Early year 10.8% Final year 60%
• Use the USC style guide to ensure accuracy in citations
• Early year 9.4% Final year 20%
• No associations were found for year in program -
• Working out how to explain a new idea effectively
• Synthesis - setting out the main ideas from each source and then combine
them to generate new knowledge for an assignment
• Use and understanding of statistical/research data
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Making sense of student understandings of
Information Literacy:

The ‘big easy’
a solution or strategy that can
be implemented using your
current resources and
network.
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Our Big Easy
Our solution was based on
developing tools to help
recognise and map how our
program would support the
development of a student’s
ability to recognise, find,
critique and synthesise
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Solution 1
Critical alignment within a program, informed by the data collected externally and internally
Vertical integration decision tool Horizontal integration map
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IL Standards
Standard 1
Year 1 outcome
Year 1
Course 1
Element
outcomes
Activities
Assessment
Year 1
Course 2
Element
outcomes
Activities
Assessment
IL Standard
USC standard
Program standard
defined by CAUL
defined by university
defined by program
Year 1
Standards Assessment
Target courses
Year 2
Standards Assessment
Target courses
Year 3
Standards Assessment
Target courses

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Standards and
elements
Year standard Scaffolds
1. Recognises the
need for information
and determines the
nature and extent of
the information
needed
Year 1 - With direction the student interprets the
nature and extent of information the task requires.
Teacher led deconstruction of task requirements
Year 2 - To work with minimal direction to interpret
the nature and extent of information the task
requires.
Student led deconstruction of task requirements
Year 3 - To work independently to interpret the
nature and extent of information the task requires.
Independent deconstruction of task requirements.
2. Finds needed
information
effectively and
efficiently
Year 1 - With direction find information required to
answer a task using an appropriate search strategy
Teacher led session to develop the skills necessary to
use multiple strategies to find information
Year 2 - To work with minimal direction to find the
information the task requires.
Student led session to develop effective strategies to
find information required.
Year 3 Independently finds needed information using
a structured approach
Independently uses appropriate search tools to
efficiently find required information.
3. Critically evaluates
information and the
information seeking
process
Year 1 - With direction evaluates the relevance of
information.
Teacher led session on assessing the usefulness and
relevance of the information.
Year 2 - Identifies themes within the information and
constructs a logical argument.
Student led session on defining and applying criteria for
evaluating the information.
Year 3 - Critically explores themes and critiques the
evidence discovered
Student led session on critical evaluation of information.

Solution 2
A structure informed by the literature review and USC resources
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Working
Party (me)
Program
reference group
Course
coordinator
Program
coordinator
Academic
developers

Solution 3
Develop a scientific communication rubric for the program that shows
increasing complexity of the pass mark across consecutive years.
Criteria & Weight Year 3 pass (Developing) Year 2 pass (Developing) Year 1 pass (Developing) Year 1 fail (inadequate)
Formation of an argument
Content / Scientific Merit
The assessment piece should
be well-researched, drawing
on a suitable range of quality
sources of information to
answer the question posed
Sound theoretical base with
all material wisely selected
Sound theoretical base with
no irrelevant material
included.
Theoretical base mostly
relevant.
Inadequate theoretical base
with mostly irrelevant or
low-quality material
included.
Analysis
The assessment piece should
show evidence of
exploration of important
themes identified in the
scientific literature
Themes developed in a
balanced way; developing
logical relationships and
internal consistency;
Logical relationships are
indicated; consistent
internally.
Themes are described
without being connected;
internal inconsistencies are
present.
lack of breadth in identified
themes, absence of logical
relationships or many
internal inconsistencies
Synthesis
The assessment piece should
show evidence of critiquing
the scientific evidence and
weaving together of ideas to
support a logical argument.
All arguments are fully and
clearly supported by
evidence based on research
which is presented showing
comparisons and synthesis.
Most arguments are
generally supported by
appropriate research-based
evidence with some
synthesis of the evidence
cited.
Some arguments are
supported by evidence
however there is infrequent
critical analysis of evidence
from sources used.
Little, if any of the evidence
cited supports the
arguments or evidence from
sources is treated
uncritically.
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Solution 3
Develop a scientific communication rubric for the program that shows
increasing complexity of the pass mark across consecutive years.
Criteria & Weight Year 3 pass (Developing) Year 2 pass (Developing) Year 1 pass (Developing) Year 1 fail (inadequate)
Presentation of the argument
Structure
The assessment should be
structured to meet the
specifications contained in
the task information.
Elegant and imaginative
presentation
Structure appropriate to
assignment task.
Some inconsistencies in
style; adequate statement of
intention appropriate layout.
Appropriate introduction
with clear statement of
intention; well-structured
overall with appropriate
conclusion;
Structure and style
Badly designed;
Grammatical Conventions
Your work should be well-
presented in a style that
meets the prescribed criteria
or contemporary
conventions
All presentation criteria met
with no spelling, syntax or
grammatical errors.
All presentation criteria met
but with a more than five
spelling, syntax or
grammatical errors.
Appropriate style that was
consistent with the task
Inappropriate style that was
inconsistent with the task.
Referencing and citations
Your work is original and the
sources of ideas are
acknowledged where
appropriate and citations
reflect the prescribed style
guide
Consistent and complete
Vancouver style referencing
techniques with a few errors
Consistent and complete
Vancouver style referencing
techniques with moderate
number of citation errors
There are inconsistencies in
the Vancouver style
referencing technique.
In adequate referencing style
and technique.
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