The pedagogical model adopted by La Trobe University Library: constructive alignment and information literacy

Academic librarians are routinely involved in information and digital literacy skill development programmes to build students’ research capability. ‘Embedded’ approaches to information literacy (IL) are often highlighted as having the most potential in terms of delivering authentic IL learning experiences as part of disciplinary content. The purpose of this chapter is to present and examine the model used at La Trobe University Library (LTUL) to connect information and digital literacy skills development to the curriculum. This model relies on collaboration and one particular pedagogical approach—the theory of constructive alignment— to embed IL skills in the curriculum. In presenting the LTUL Model, this chapter promotes the benefits of linking educational theory and library practice. Our experience strongly suggests that a theorised approach for embedding IL in the curriculum makes sense, for not only improved programme design, achievement of learning outcomes and student success, but also for realising the potential of collaborative partnerships involving librarians, academics, and teaching and learning staff.