Policy Directory


Date first approved:
9 March 2005

Date of effect:
9 March 2005

Date last amended:
(refer Version Control Table)
4 December 2015

Date of Next Review:
January 2014

First approved by:

Academic Senate

Custodian title & e-mail address:

Director, Library Services


Associate Librarian, Client Services

Responsible Division & Unit:

Client Services Division, University Library

Supporting documents, procedures & forms of this policy:

Australian and New Zealand Institute for Information Literacy (ANZIIL) and Council of Australian Librarians (CAUL), (2004) Australian and New Zealand Information Literacy Framework, ANZIIL, Adelaide

Research Skills Development Framework, University of Adelaide www.adelaide.edu.au/clpd/rsd/framework

References & Legislation:

General Course Rules
Code of Practice – Teaching and Assessment

Good Practice Assessment Guidelines


Public – accessible to anyone

Submit your feedback on this policy document using the Policy Feedback Facility.


1 Purpose of Policy

  • 1. The purpose of this policy is to communicate aims and implementation strategies for a more systematic process for integrating information literacy programs into the curricula. By identifying the responsibilities of key members of staff, it is envisaged that the policy will produce definable outcomes against the listed performance indicators.
  • 2. The University’s aim is for all students to acquire the Qualities of a Wollongong Graduate. In support of this aim, an aspect of the Library Vision is to develop education and training programs to equip all students with appropriate information literacy skills for their current research needs, future careers, lifelong learning and participative citizenship.

2 Definitions


Definition (with examples if required)


Deputy Vice-Chancellor (Education)


Faculty Education Committee

Information literacy

    Information literate students:

  • embark on inquiry and so determine a need for knowledge/understanding.
  • find/generate needed information/data using appropriate methodology.
  • critically evaluate information/data and the process to find/generate this information/data.
  • organise information collected/generated.
  • synthesise and analyse and apply new knowledge.
  • communicate knowledge and the processes used to generate it, with an awareness of ethical, social and cultural issues.
  • (Source: Research Skills Development Framework, University of Adelaide, accessed 12 July 2013).

Integration into a subject

Information literacy instruction which forms part of the subject curriculum, where content is linked to an assignment explicit in the subject outline.

Integration into a course

Curriculum is designed to incrementally develop information literacy skills appropriate for the discipline and future profession.

StartSmart – EAIS

StartSmart – Essential Academic Information Skills

Subject and course

As described in the General Course Rules.


University Education Committee

3 Application & Scope

  • 1. This policy applies to all undergraduate courses offered by the University of Wollongong.

4 UOW Graduates

  • 1. The implementation of the policy will support UOW Graduates to become independent learners - Students will be equipped to:
  • engage with new ideas and ways of thinking and critically analyse issues.
  • seek to extend knowledge through ongoing research, enquiry and reflection.
  • find and evaluate information, using a variety of sources and technologies.
  • acknowledge the work and ideas of others.

5 Information Literacy Integration

  • 1. The University of Wollongong StartSmart – Essential Academic Information Skills program is a compulsory non-credit point subject for incoming undergraduate students, irrespective of their study location. As a transitional subject it introduces students to the scope of scholarly information available at tertiary level and provides explicit instructions to develop generic information skills that are required during students’ first semester at UOW. The StartSmart – EAIS program lays the foundation for contextualised information skills required for more complex assessment tasks and for information skills classes conducted by Liaison Librarians during first semester.
  • 2. All first year undergraduate subject coordinators are encouraged to inform students of StartSmart – EAIS requirements.
  • 3. Integrated information literacy is:
        • a. developed by academic staff in partnership with liaison librarians;
        • b. structured in a way which aligns with the educational objectives of a subject and complements the content material;
        • c. structured to build a range of skills throughout a course at educationally appropriate times, relevant to the discipline;
        • d. linked to subject assessment where appropriate; and
        • e. delivered by a means of communication appropriate for clients, regardless of their location.

6 Implementation

  • 1. Developed by academic staff in partnership with liaison librarians.
    • 1.1. Liaison librarians will, where appropriate, participate in subject or course planning and review.
    • 1.2. FECs and Library will work together to facilitate a continuation of established information literacy programs when there is a change in staffing.
  • 2. Structured in a way which aligns with the education objectives of a subject and complements the content material.
    • 2.1. Examples of effective integrated information literacy programs will be provided to academic staff through the Library and University web pages.
    • 2.2. Liaison librarians will proactively engage with academic staff in the program development and/or review stage.
  • 3. Structured to build a range of skills throughout a course of educationally appropriate times, relevant to the discipline.
    • 3.1. Occurrences of information literacy delivery across each course within a discipline will be mapped by faculty librarians and course coordinators.
    • 3.2. Where appropriate, identified gaps will be addressed, to ensure all students have access to incremental development of information literacy skills.
  • 4. Linked to subject assessment where appropriate.
    • 4.1. Academic staff and faculty librarians will jointly identify appropriate assessment tasks which include information literacy skills assessment.
    • 4.2. Where assessment is clearly related to information literacy, academic staff will provide liaison librarians with feedback on assessment results.
  • 5. Delivered by a means of communication appropriate for clients, regardless of their location.
    • 5.1. Academic staff and faculty librarians will jointly determine the most appropriate and effective means of delivering information programs for all clients regardless of their location.
    • 5.2. The Library will develop online information literacy resources to support independent learners regardless of their location.
  • 6. Participate in major reviews of all subjects and courses, or accreditation processes.
    • 6.1. Liaison librarians will participate in appropriate review processes to offer suggestions for improvement and/or inclusion of integrated information literacy programs.
    • 6.2. Deans, course directors, subject coordinators or FEC chairs will facilitate the involvement of liaison librarians in these processes.

7 Roles & Responsibilities



Performance Indicators


The Policy approval and review process

UEC and Senate approved Review conducted as per Policy and approved via UEC


Ensure academic staff apply the Information Literacy Integration Policy

Policy implementation included in Faculty Plans. Faculty reports indicate compliance with Policy

Director, Library Services, Associate Librarian Client Services and Liaison Services Manager

Ensure faculty librarians apply the Policy

Inclusion of Policy in Strategic Plan; Library Annual Report indicates compliance with the Policy

Chairs of FEC

Course directors

Subject coordinators

Ensure liaison librarians are included in planning and review processes as stated in the Policy

Ensure all academic staff and tutors understand their responsibility to implement the Policy

Attendance by Library staff at planning reviews

Information literacy outcomes, when linked with assessment tasks, will be made explicit in subject outlines

Academic teaching staff

Collaborate with liaison librarians to develop information literacy programs as stated in the Policy

Implement and provide feedback on the Policy

Information literacy programs developed in collaboration with liaison librarians

Subject outlines include explicit information literacy outcomes, including assessment

Evidence of continuous improvement reported to Faculty

Liaison librarians

Collaborate with academic staff to develop information literacy programs as stated in the Policy

Implement and provide feedback on the Policy

Information literacy integration

Evidence of continuous improvement feedback provided to the Director, Library Services


Successful completion of the StartSmart – EAIS assignment by the end of an undergraduate student’s first session of study

Participate in integrated information literacy programs as stated in the subject outline

StartSmart – EAIS completion rates. Failure to complete on time will result in the student’s results being withheld

Successful completion of assessment tasks related to information literacy

Evidence of information skills acquisition via evaluation tools

8 Version Control and Change History

Version Control

Date Effective

Approved By



9 March 2005

Academic Senate

First Version


17 April 2009

University Council

Updated policy to note discontinuation of ILIP as a compulsory subject for postgraduate students.

Name changed to Independent Learners’ Introductory Program Policy.

Migrated to UOW Policy Template as per Policy Directory Refresh.


9 March 2010

Vice-Principal (Administration)

Future review date identified in accordance with Standard on UOW Policy


16 April 2010

University Council

Changes consequent upon approval of new StartSmart EAIS program to replace ILIP for undergraduate students from the commencement of Autumn Session 2010, including new name for Policy.


31 January 2011

Deputy Vice Chancellor (Academic)

Minor Amendment following scheduled review:

Liaison Librarian replaces Faculty Librarian Research Skills Development Framework is the preferred model for the identification and evaluation of information literacy skill development; largely supersedes the ANZIIL Framework. Definition of Information Literacy amended accordingly.


21 December 2012

Vice-Principal (Administration)

Updated to reflect title change from DVC(A) to DVC(E).


4 November 2013

Chief Administrative Officer

Updated to reflect title change from University Librarian to Director, Library Services.


4 December 2015

University Council

Consequential amendment to remove reference to rescinded Graduate Qualities Policy.

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