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Information Literacy: Culturally and Linguistically Diverse Postgraduate Students and their Needs

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Postgraduate Education in Higher Education

Part of the book series: University Development and Administration ((UDAA))

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Abstract

This chapter brings together two important elements of research at the doctoral level: information literacy (IL) and culturally and linguistically diverse (CALD) students. Having answered the question: ‘What is information literacy?’ the chapter explains that IL encompasses the most effective way to negotiate complex information sources and modes of study. The linkage between information, learning, scholarship and research is integral to successful postgraduate study. Focusing on both the need for IL and the best ways to deliver this support, the chapter provides a model for inculcating IL into the learning experience of CALD HDR students. The chapter’s focus on established practices at a regional university demonstrates the efficacy of providing students with targeted and specific support. It is also particularly pertinent for staff and students at a newly established university and this is one of the chapter’s most important aspects. It describes the use of different methodologies (face-to-face and online learning support; workshops and seminars) and personnel (lecturers, library staff, supervisors and a learning support academic who is available on site for students). Importantly, as a way to validate the model, its effectiveness is underlined by providing the results of data collected from students.

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Author information

Authors and Affiliations

  1. University of Southern Queensland, Toowoomba, QLD, Australia

    Marcus Harmes & Barbara Harmes

Authors
  1. Marcus Harmes
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  2. Barbara Harmes
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Corresponding author

Correspondence to Marcus Harmes .

Editor information

Editors and Affiliations

  1. University of Southern Queensland, Toowoomba, Queensland, Australia

    Ronel Erwee

  2. Tertiary Preparation Program, University of Southern Queensland Tertiary Preparation Program, Queensland, Queensland, Australia

    Meredith Harmes

  3. Open Access College Administration, Queensland, Australia

    Marcus Harmes

  4. University of Southern Queensland, Toowoomba, Queensland, Australia

    Patrick Alan Danaher

Appendix

Appendix

Elements of information literacy shown to participants

  • The ability to find relevant information, using library resources

  • The ability to access online sources

  • The ability to understand information

  • The ability to think critically about the information

  • The ability to use the information for writing academic work

  • The ability to understand the way academic writing is structured and presented

  • The ability to write in a way that is clear, coherent, and grammatically correct

  • The ability to use information ethically

  • The ability to confer with academics (including the learning support academic)

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Harmes, M., Harmes, B. (2018). Information Literacy: Culturally and Linguistically Diverse Postgraduate Students and their Needs. In: Erwee, R., Harmes, M., Harmes, M., Danaher, P. (eds) Postgraduate Education in Higher Education. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-10-0468-1_37-1

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  • DOI: https://doi.org/10.1007/978-981-10-0468-1_37-1

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0468-1

  • Online ISBN: 978-981-10-0468-1

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