Embedding information literacy in an undergraduate management degree: Lecturers' and students' perspectives

Abstract

This paper presents the results of a case study investigating the extent to which information literacy is integrated into student learning in an undergraduate Management degree at Queen's University Belfast. The first part of the paper focuses on how information literacy was embedded in two modules delivered by the author. An analysis of assessed work submitted by over 180 students shows that they performed well. The perceptions of students on three aspects of information literacy – degree of difficulty, usefulness and competence – are analysed. The paper shows that students have had the opportunity to develop information literacy in different educational contexts. The second part of the paper reports the outcomes of auditing and mapping exercises to determine the extent to which lecturers on the Management programme embed information literacy in their modules. These reveal that most Management lecturers embed information literacy into their modules, despite the absence of a policy. Issues, including appropriate models of delivery, methods of assessment, student support mechanisms, the need for a policy and the value of information literacy in the Management curriculum are discussed. The paper concludes that the skills element of the curriculum is growing. Information literacy is a vital skill for e-learning and should be promoted by academics and librarians preparing graduates for work and lifelong learning.