Purpose – The purpose of this paper is to present a model for curricular integration of information literacy for undergraduate programs in higher education. Design/methodology/approach – Data are drawn from individual interviews at three universities in Australia and curricular integration working experience at a New Zealand university. Sociocultural theories are adopted in the research process and in the development of the model. Findings – Key characteristics of the curriculum integration of information literacy were identified and an information literacy integration model was developed. The S 2 J 2 key behaviours for campus‐wide multiple‐partner collaboration in information literacy integration were also identified. Research limitations/implications – The model was developed without including the employer needs. Through the process of further research, the point of view of the employer on how to provide information literacy education needs to be explored in order to strengthen the model in curricular design. Practical implications – The information literacy integration model was developed based on practical experience in higher education and has been applied in different undergraduate curricular programs. The model could be used or adapted by both librarians and academics when they integrate information literacy into an undergraduate curriculum from a lower level to a higher level. Originality/value – The information literacy integration model was developed based on recent PhD research. The model integrates curriculum, pedagogy and learning theories, information literacy theories, information literacy guidelines, people and collaboration together. The model provides a framework of how information literacy can be integrated into multiple courses across an undergraduate academic degree in higher education.
Reference Services Review – Emerald Publishing
Published: Nov 15, 2011
Keywords: Information literacy integration model; Information literacy curriculum; Higher education; Sociocultural approach; Information literacy; Modelling; Students; Australia; New Zealand