Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/919346
- Title
- Embedding information literacy in commencing student assessment tasks as a foundation for generic skills
- Author/Creator
-
Dean, Alison M.;
Cowley, Kym;
Yung, Michelle
- Institution
- The University of Newcastle. Faculty of Business & Law, Newcastle Business School
- Description
- A number of studies have addressed issues relating to the role of institutions in the development of graduate outcomes including generic skills (Crebert, Bates, Bell, Patrick & Cragnolini 2004; Barrie 2004; Bath, Smith, Stein & Swann 2004; Barrie 2007) and how such skills may be effectively embedded into university curricula (Treleaven 2008; Bath et al., 2004; Crebert et al., 2004). This study reinforces and extends the discourse. It aims to evaluate the embedding of specific generic skills into the curriculum of first year marketing courses in a Business School, and via pre and post– tests, identify students' views on their own skills development, checking the changes with multiple choice questions. The overall findings confirm much of the literature based on the successful outcomes of embedding generic skills into course curricula simultaneously however the study generates some interesting contradictions relevant to academics endeavouring to establish strong foundations during first year.
- Relation
- First Year in Higher Education Conference 2009 (FYHE 2009). First Year in Higher Education Conference 2009: Conference Proceedings (Townsville, Qld 1-3 July, 2009)
- Relation
- http://www.fyhe.com.au/past_papers/papers09/index.html
- Date
- 2009
- Publisher
- QUT Publications
- Keyword(s)
-
undergraduate students;
information literacy;
university curricula;
student assessment;
generic skills
- Resource Type
- conference paper
- Identifier
- http://hdl.handle.net/1959.13/919346
- Identifier
- ISBN:9781741072822
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