The curriculum outlines what we believe to be a continuum of skills, competencies, behaviours and attitudes ranging
from functional skills to intellectual operations that together comprise the spectrum of information literacy.
The overarching aim of the curriculum is to help undergraduate learners to develop a high‐level, reflective understanding of information contexts and issues which will empower them with a robust framework for handling new information situations, and to generate strategies for evaluating, analysing and and assimilating that information as needed and at the time it is required.
The emphasis throughout is on the student’s development as a discerning scholar and, beyond the academic arena, as an informed citizen and an autonomous and lifelong learner.
Threshold concepts are a theory of teaching and learning proposed by two British
educators, Jan Meyer and Ray Land. Threshold concepts can be used for teaching information literacy and could inform the Standards revision as well. There are five definitional criteria that make a concept a threshold concept
This Theme sets out the guiding principles which underpin assessment, offering practical advice and useful resources. Assessment is a fundamental aspect of the student experience. Students learn from assessment activities, interact with staff and peers, and gain feedback on their progress and performance. Assessment enables them to reflect and continually build on their learning.
This collaborative blog and curated collection of free and open resources is produced by the Digital Media & Learning Research Hub, which is dedicated to analyzing and interpreting the impact of the Internet and digital media on education, civic engagement, and youth.
B. Roos. Proceedings of EDEN 10th Anniversary Conference - Learning Without limits. Developing the Next Generation of Education, Stockholm, Sweden., (2001)