Abstract
A research study was done at the Cape Peninsula University of Technology (CPUT) during 2014/15 to measure the application of information literacy skills after completion of a Certificate in Information Literacy (CIL). The results of the study lead to some questions around student learning: retention of what was taught, extent of skills transfer, multiple assessment methods and the role of rubrics. These are some of the questions that arose. What is a reasonable time to expect for a student to become information literate, therefore, retain the knowledge and skills that they were taught and continue to transfer those skills to various information challenges? The importance for students to use these skills across subjects and levels will be highlighted. What should be included in academic programmes to ensure the continuous development of these skills and the regular usage of library resources? Do the teaching approaches lead to short-term or long-term transfer?
This paper will unpack these concepts and questions further and share some practical ideas to address those. It will highlight the importance of working closely with faculty and that a departmental approach to Information Literacy is needed to ensure that information literacy is embedded successfully in an academic programme.
