Abstract:
A Library project to integrate information and academic literacy skills into the curriculum of an undergraduate programme at the University of Auckland provided a collaborative opportunity to analyse and map the curriculum to the University’s Graduate Profile. The collaboration further enhanced the project teams’ (Liaison/Subject librarian, Learning Support Services Manager/Librarian, Student Learning Advisor, and PhD student researcher) understanding of the curriculum. This ensured the effective and seamless integration and scaffolding of skills students require to successfully complete their course assignments and assessments. The integration project utilised a range of methods including the use of online resources and a learning management system; assignment-specific activities; face-to-face workshops; a targeted learning session (First Year Experience); course tutorials (Vaka Moana) and self-directed activities. The *Talanoa and *Teu le va/Tauhi va methodologies specific to engaging with Pacific students and staff were also applied as an essential part of the project. The paper discusses how academic and information literacy skills integration in this project are driven by the University’s Graduate Profile and course objectives and requirements rather than from a library skills framework. The importance of collaboration and relationship-building between stakeholders (librarians, learning advisors, academic staff, tutors and students), what worked well, and improvements are also discussed based on feedback received from staff and students. Skills development through the scaffolding process and future developments will also be discussed in this paper. The model used in this project can be adopted and adapted in other programmes, and specifically to Pacific students.
