AARL

Information literacy - an institution-wide strategy

Rigmor George, Holly McCausland, Dale Wache and Irene Doskatsch

ABSTRACT This paper argues that effective information literacy in the current rapidly changing social context is field and discipline specific and needs to be embedded in the usual teaching and learning arrangements of a course. In order to achieve this, the paper outlines an information literacy strategy at the curriculum level within a framework of lifelong learning. The framework identifies the characteristics of the lifelong learner and this forms the basis of the development of resources and examples of good practice that can be used by academics to design teaching and learning opportunities for their students.

This paper explores the ways in which the concept of information literacy is used within the fields of education and work, and its relationship to broader social and economic changes. Education within competitive capitalist societies is fundamentally linked to the general wealth of a nation and the distributed wealth of its citizens. Information literacy is critical to achieving these economic outcomes.

Recent rapid and pervasive social, technological and economic changes have significantly impacted on educational contexts, requiring radical rethinking of the manner and means of higher education. In particular, information literacy has been redefined to take account of the demands of the knowledge society conceptualised within lifelong learning. The focus has broadened from just acquiring the skills and understandings for success in academic settings to developing those required across the lifespan including both professional and citizenship dimensions.

Within this perspective, this paper outlines a strategy to implement information literacy within a concept of lifelong learning at the curriculum level at the University of South Australia. The strategy is a curriculum-based initiative, an approach widely recognised as the most effective means of achieving information literacy among students.[1]

The strategy consists of three components:

1. a comprehensive and yet accessible means of understanding the concept of lifelong learning
2. resources to be used in the design and delivery of lifelong learning within courses and educational programs and examples of implementation within specific fields, and
3. a tool for auditing the lifelong learning dimensions of courses and programs.

The first component is the core of the strategy, conceptualising lifelong learning through a powerful framework which identifies and maps the progression of skills and understandings (see Appendix). Components 2 and 3 are part of the implementation phase and are currently under development. They use the framework to build practical field and discipline-specific resources and exemplars, and an audit tool for use in evaluation.

An important feature of the strategy is the way in which it challenges the roles of those involved in information literacy related activities - teachers and staff who provide academic services such as librarians, professional development staff and learning advisers. Involvement traditionally defined by the boundaries of professional expertise needs to be reconceptualised around multi-skilled teams with the common purpose of engineering opportunities for student learning. This approach entails professional coalitions rather than the marking of territories, with common goals and a common vocabulary for both learners and the facilitators of learning.

The strategy is currently being implemented by a university-wide reference group through a number of pilot projects in each of the four academic Divisions.

Shifting sands - the relationship between higher education and work

Economic and technological shifts that have fundamentally challenged the relationship between education and work have caused significant and pervasive changes within higher education. Many authors[2] have catalogued these interrelated changes which include:

• new technologies - the convergence of information and communication technologies has led to proliferation of information and potential for global access
• changed nature of work - new technologies, and the shift away from production economies to knowledge economies have initiated and accelerated demand for an educated workforce that is constantly learning, responding positively and rapidly to change
• increased competition - as traditional sources of funding decline and exposure to the market increases, increased competition is impacting at all levels, with service, creativity, accountability and productivity a focus from organisational to individual levels
• a move from elite to mass higher education - technological change, and changes in the nature of work and the information explosion are demanding many more highly educated workers than ever before.

These wider changes are the engine of reform for universities creating new demands and eliminating others, resulting in the reconceptualisation of universities as part of a wider education ‘industry'. The new technologies have revolutionised the making and exchange of information and knowledge and enabled direct access, as well as streamlined administration. This has created new opportunities, new demands and new forms of educational delivery. The decline in government funding has increased competition in the sector and prompted strategies such as collaboration in strategic groupings to secure income. In this climate, quality of educational programs, teaching and support for a diverse and increasingly internationalised student group, have taken on a new significance. As domestic students directly fund a greater proportion of their education costs and the numbers of full fee-paying students increase, education is being seen less as a privilege than as a consumer transaction. This redefinition of the relationship between teacher and learner[3] demands that universities demonstrate - rather than assert - their value to all stakeholders. These pressures have also impacted upon the university as a workplace, with competition and change demanding that institutions themselves become ‘learning organisations' in the ways that they operate and in the ways that they apply technology.[4]

All of these forces are creating fundamentally new relationships across all levels of operation both within and beyond universities. In particular, there is a direct impact on both the processes and content of the curriculum. The way in which these rapid and continuing changes have influenced the growing emphasis on lifelong learning and its facilitating portfolio of skills and understandings - information literacy - is considered in the following section.

Lifelong learning and information literacy - how have these been (re)shaped in response to these changes?

The notion of lifelong learning has evolved by way of continuing education and Universities of the Third Age which value learning for its own sake and the pursuit of personal fulfilment through learning. The term has been taken up and redefined in the contexts of the pace and nature of changes in work and society by organisations such as UNESCO[5] and the OECD[6] and by other writers.[7] The redefinition moved from conceptualisation of lifelong learning as recurrent formal education for adults to notions that encompass cradle-to-grave learning in formal or informal settings, planned or opportunistic ways, underpinned by appropriate skills and motivation. Personal fulfilment remains as one outcome, but lifelong learning as a means to achieve national competitiveness and social cohesion takes on primary importance.

Notions of information literacy have a somewhat different history arising from information literacy as an academic research skill to information literacy as a set of knowledge, skills and abilities transferable to the workplace. This literature has largely been the domain of academic librarians.[8]

These notions - of lifelong learning and information literacy - have been understood as interrelated, but their integration into coherent and strategic frameworks for implementation has been problematic. Key implementation questions include: What is information literacy, and is it the same for all students? How are information literacy and lifelong learning related? How do you know when a student is ‘information literate'? Who has responsibility for teaching information literacy? What are the respective roles of teaching academics and librarians and information technology professionals? What is the relationship of information literacy to the curriculum and in particular assessment? What are the developmental stages of information literacy? What are reasonable expectations of students at various levels of study and achievement? How is the professional development of teaching academics undertaken? Although it can be argued that there is no single approach and no clear and definitive answers to the above questions, the position taken here is that a coherent and strategic initiative is required if long term and comprehensive outcomes are to be achieved.

Features of strategic approaches to lifelong learning

While there may exist a constellation of practices in any institution,[9] a systematic, developmental, curriculum driven approach is required to achieve outcomes that are responsive to the increasingly complex information society. To this extent, information literacy is a key condition in design and delivery at the program and course levels and has at its heart ‘constructivist, relational and critical ways of thinking about learning'.[10] It is not an extra set of understandings or skills that is acquired in addition to the field of study - it is context specific,[11] integral to the professional preparation provided through an educational program, particular to the field of study and central to the learning expectations of stakeholders, including students.

Curriculum as induction into the professions

The challenge to university curricula in recent years has involved the desire for a closer relationship between the outcomes of educational programs and the professional contexts for which graduates are destined. For a useful discussion with respect to the practice of law, see Gasteen and O'Sullivan.[12] All curricula involve choices based on what is valued by stakeholders - choices about what will be taught and how it will be taught. With information and change such critical features of today's professional context, information literacy is a key issue for all professional education.

How this aspect of the curriculum is made manifest in the teaching and learning experiences of students is the point in question. To leave such a critical aspect of professional education open to the processes of chance is not a responsible option. Just as the key knowledge outcomes are designed into an educational program to provide a systematic and developmentally sound sequence of learning, so information literacy outcomes need to be integral to the program. Although there are some generic information literacy skills which apply across all fields, the higher order skills will be highly specific to a field or discipline. That is, when any teaching and learning occurs within a field of study, using whatever processes are appropriate to that field of study, students will be developing information literacy in the context of lifelong learning.

To this extent, a student cannot be seen as competent in the field without the appropriate levels of information literacy associated with that field. Undertaking processes such as identifying information for a given task, locating and retrieving the information and judging authenticity and value for the task are all deeply embedded within a field or discipline. These skills can only be developed in conjunction with the discourses of the field, not apart from it. Furthermore, the only teaching and assessment which has any real currency is that which occurs as part of the general teaching and assessment of the component course and so this must incorporate an information literacy dimension.

Engineers of opportunities - rethinking the roles of professional staff

In order to give effect to this curriculum based approach, the roles of staff involved within the teaching and learning environment need to be reconsidered. Academic teaching staff, librarians, student support and information technology professionals and professional development staff all need to be involved in the information literacy dimension of the design and delivery of educational programs.[13]

The nature and timing of the involvement of a range of staff is critical. 'Back end' approaches in which librarians and others are asked to provide training after the major curriculum design issues have been made have limited effect. Rather, these professionals need to be involved in the crafting of the curriculum, including the developmental sequence of information literacy. Such 'front-end' approaches recognise and value the field and discourse specific dimensions of information literacy and lifelong learning.

This kind of curriculum-based approach puts significant pressure on academic staff and any strategy needs to take seriously the professional development dimension because of the rapidly changing nature of information services. For the most part, librarians would not take responsibility for the delivery of information literacy; rather it would be a seamless aspect of the mainstream experience of learning, integrated into the teaching and assessment. In order to achieve this, teaching staff need to be provided with, and avail themselves of, continuing professional development focusing on their own personal information literacy skills and information-rich teaching strategies. This is as critical as any aspect of the subject matter. Just as students cannot be inducted into a field without the requisite field-specific information literacy, so the continuing professional development of academic teaching staff goes beyond new insights into the content. A variety of information sources - databases, online journals and major websites, people, agencies, computer networks, libraries, television, radio, government sources - are the building blocks of the curriculum and familiarity with them and their implications for teaching and learning are a necessary precondition of providing quality educational experiences.

These emphases on curriculum based approaches and the professional development of teaching staff in information literacy recognise the highly technical nature and increasing complexity of the information age. The roles of teaching staff, librarians and other support staff - including those in student support and professional development - will need to be reconceptualised to ensure that the strengths and skills of each group are coordinated to contribute to the desired outcomes.

The teaching and learning strategy of the university of South Australia

The University of South Australia's approach to information literacy in the context of lifelong learning is situated within a broader teaching and learning strategy.[14] The university has taken a particular approach in responding to the changes in the more general social and economic climate. Institution-wide planning and development processes are directed by a set of curriculum outcomes - the seven qualities of a University of South Australia graduate - and by student centred approaches which foster student access to and control of their learning processes. Flexible delivery is seen as the means to achieve these.

Following is the university's statement of Graduate Qualities.

A graduate of the University of South Australia:

• operates effectively with and upon a body of knowledge of sufficient depth to begin professional practice
• is prepared for life-long learning in pursuit of personal development and excellence in professional practice
• is committed to ethical action and social responsibility as a professional and as a citizen
• is an effective problem solver, capable of applying logical, critical and creative thinking to a range of problems
• can work both autonomously and collaboratively as a professional
• communicates effectively in professional practice and as a member of the community
• demonstrates international perspectives as a professional and as a citizen.

Even though the qualities are identified separately, it is understood that they are interlinked in a fundamental way. Information literacy is identified as a component of lifelong learning, but it is also essential in operating with and upon a body of knowledge, for effective problem solving and in forming international perspectives, for example. A set of indicators for each of the qualities has been developed to illustrate the scope of the qualities. For example, lifelong learning is understood to include information literacy skills and understandings as well as the disposition and commitment to ongoing learning.

The process of integrating the graduate qualities within an educational program begins with the development of program approval documentation. This includes:

• a profile of the qualities being developed at the program and course levels. Not all qualities are addressed by all courses, but all are developed by the program.
• a matrix demonstrating the year by year development of each quality and the profile of qualities across all year levels
• assessment for all courses which must demonstrate a clear relationship to the development of the qualities profiled
• the teaching and learning arrangements that support students in the achievement of the assessment.

The power of this approach lies in the linking of graduate outcomes to the curriculum through the assessment tasks and the teaching and learning arrangements, and the institution wide planning and development processes that declare this relationship within the public arena.

This has two aspects. First, it takes the seven generic qualities and their indicators and interprets them within the field so that they are connected in real terms to the subject matter. For example, particular kinds of subject matter may be best explored through specific websites or journals or archival material. The processes for undertaking this activity need to be taught in association with the relevant subject matter. Second, it identifies the emphasis given to the qualities and how they will be developed and assessed through the courses making up a program, providing a high degree of transparency for all stakeholders. For example, the developmental sequence of information literacy within a program and its relationship to the teaching and assessment is open for consideration in the approval process.

Components of implementation

Graduate Quality 2 - the development of lifelong learning - is being facilitated by a strategy which fits within this wider framework of graduate qualities. A significant aspect of the lifelong learning strategy is that it is a collaborative initiative, bringing together the efforts of three service sections within the Access and Learning Support portfolio of the university. The library, the Flexible Learning Centre (which includes professional development for teaching and learning and student learning support) and Information Technology Services each have responsibility for aspects of institution-wide implementation of the lifelong learning strategy. Representatives from each of these areas are working with teaching staff from the academic Divisions to develop a set of interrelated components that will be central in the implementation process.

The three components constitute a 'front end' professional development approach, providing teaching staff with:

1. a comprehensive and yet accessible means of understanding the concept of lifelong learning
2. resources to be used in the design and delivery of lifelong learning within courses and programs and examples of how this has been done within specific fields, and
3. a tool for auditing courses and programs.

Component 1 - Understanding the Concept: Characteristics of a Lifelong Learner

Although Graduate Quality 2 and its indicators provide some pointers to the developmental aspects of lifelong learning, a finer level of specificity has been developed as a statement Characteristics of a Lifelong Learner. This framework has a professional development dimension for academic staff, provides students with guidance in the development of their own skills and understandings and clarifies the possible roles of other stakeholders. These characteristics are identified below - see the Appendix for the full statement which includes subcategories for further clarification:

A lifelong learner:

• recognises the need for information
• accesses information from appropriate sources
• develops skills in using information technology
• critically analyses and evaluates information
• organises and processes information
• applies information for effective and creative decision making
• generates and creatively communicates information and knowledge
• develops attitudinal objectives which lead to appreciation of lifelong learning
• appreciates their own developing position as a learner in relation to the field of knowledge or profession.

These characteristics have come from two main sources. The first seven are widely agreed characteristics of the 'information literate person'.[15] The remaining two were added to the strategy to include attitudinal characteristics which position information literacy within the wider notion of lifelong learning as one of the seven qualities of a graduate of the University of South Australia. This integration of skills, understandings and attitudinal aspects within the curriculum equips learners for their own ongoing development as professionals and citizens. The approach links professional competence of both novice and expert to the capacity for, and the motivation to undertake, lifelong learning.

Component 2 - design and delivery of lifelong learning: a web-based resource

The Characteristics of a Lifelong Learner provide the framework for a web-based resource which is being developed by the University of South Australia. The database (known as QILLL - Quality Information for Lifelong Learning) uses the above characteristics as an organising framework for a range of generic and field specific information literacy resources for both staff and students. It draws together existing resources and examples of best practice from within the university and beyond and identifies the need for the development of new resources. The prototype database may be found at http://dev.underdale.unisa.edu.au/Qilll/default.asp.

It is anticipated that staff will use the resources and examples of practice in both curriculum development and directly in their teaching and assessment to provide students with lifelong learning opportunities. To this extent the web-based resource provides a significant professional development dimension at a highly practical level. The responsibility for the design and implementation of the curriculum rests totally with the academic concerned but this is supported through the expertise of other professionals as captured on the database.

For students, the resource will enlarge their appreciation of the dimensions of lifelong learning and permit self assessment and self development of their skills. The framework is capable of being linked with university initiatives that are being developed in the area of recording student achievement (see Nunan[16] for the background to this approach). The framework provides a common basis for discussion, debate and negotiation of the concept between all stakeholders.

Figure 1 - QILLL Entry Page

To illustrate the approach, we will now take one of the Characteristics of a Lifelong Learner and demonstrate how the database has been developed around resources and examples of best practice.

In the framework, the third characteristic of a lifelong learner is one who 'develops skills in using information technology'. This is further extended in a range of subcategories:

• keeps up to date with developments in information technology
• can access the Internet, and can navigate the information highway to locate information appropriate to need
• uses group communication methods, electronic mail, discussion groups for information gathering, feedback and interaction
• effectively expands or narrows a search as needed
• manipulates and transfers electronic information.

If we take one of these subcategories - uses group communication methods, electronic mail, discussion groups for information gathering, feedback and interaction - the links or location information (see figure 2) show resources and practices that can be used at various levels of student development as follows:

• for the beginning student, online information leaflets on using e-mail produced for a program of orientation to the university's computing environment 'Student e-mail with Microsoft e-mail' (http://www.unisanet.unisa.edu.au/flc/sls/publictns/comleafs/comleaf4.asp)
• this is supplemented by more extensive information about the university's e-mail environment (http://www.unisa.edu.au/its/exchange/home.asp)
• students' use of e-mail is encouraged by information on finding out e-mail addresses (http://www.library.unisa.edu.au/internet/intguide/e-mailext.htm)
• for students who are beginning to engage with the field, there is a leaflet (online) 'Using a listserv' which introduces discussion groups (http://www.unisanet.unisa.edu.au/flc/sls/publictns/comleafs/comleaf5.asp).

Figure 2 - Resources that Support Student Development in Using Information Technology

These sample resources can be woven into teaching programs at various levels from first year undergraduate to postgraduate levels by teachers and support staff. They also stand as a group of resources that students may access directly, providing a degree of access and control of learning that helps students build their sense of agency and responsibility for their own learning.

In addition to these resources, examples of practice are being gathered. For example, information for staff about how to integrate discussion lists into student learning provides practical guidance for staff wishing to implement discussion lists as part of the learning experience - see figure 3. Gathering examples of good practice in this way is a means of breaching the almost 'tribal' boundaries that can exist within and between disciplines and that work against dissemination of innovation and best practice.

Figure 3 - Examples of Good Practice in Supporting Student Development in Using Information Technology

The resource is cumulative. As can be seen above, the website is in the early stages of development. It is anticipated that the entries on the website will increase as staff and students see the value of what is already included and provide further examples.

Component 3 - A Tool for Auditing

Based on the Characteristics of a Lifelong Learner, an audit tool is being developed for use by program teams in the design and evaluation of the lifelong learning dimension of their program or individual courses. The tool provides a framework against which to assess the degree to which an educational program and its component courses provides opportunities, resources and the stimulus for students to develop information literacy skills that will equip them as graduates to value and participate in lifelong learning as professionals and in their personal development. Such an audit provides a basis against which the web-based resource (component 2) can then be 'mined' to extend and improve dimensions of development of lifelong learning.

Conclusion

Lifelong learning is a key outcome for all programs of study at universities. To this extent, information literacy is a key condition in the design and delivery of all courses and is the primary responsibility of teaching academics. The Characteristics of a Lifelong Learner is a framework that provides a way of understanding lifelong learning in terms of curriculum outcomes. It is derived from information literacy and lifelong learning literatures and at the University of South Australia is situated within an overarching teaching and learning strategy that focuses on graduate outcomes. The approach proposes a reconsideration of the roles and relationships of teachers and support professionals as the engineers of learning opportunities and provides a database of information for teachers and learners. The database draws together a range of resources and exemplars of practice to extend and improve the way lifelong learning and its enabling portfolio of skills - information literacy - can be supported and developed throughout educational programs and their component courses.

Acknowledgement

We would like to thank our colleague Ted Nunan for his comments on a draft of this paper.

Notes

1. M Appleton and D Orr 'Meeting the Needs of Distance Education Students' in C Bruce and P Candy Information Literacy Around the World Occasional Publications No 1 Centre for Information Studies Wagga Wagga Charles Sturt University 2000 pp11-24; M Hepworth 'Developing Information Literacy Programs in Singapore Students' in Bruce and Candy Information Literacy Around the World pp51-66; L Wright and C McGurk 'Integrating Information Literacy: University of Wollongong Experience' in Bruce and Candy Information Literacy Around the World pp83-98

2. P Coaldrake and L Stedman On the Brink: Australia's Universities Confronting Their Future St Lucia Queensland University Press 1998; P Coaldrake and L Stedman Academic Work in the Twenty First Century: Changing Roles and Policies Canberra Higher Education Division DETYA Occasional paper series 995 1999 http://www.detya.gov.au/highered/occpaper/99H/academic.pdf; J Smyth (ed) Academic Work Buckingham The Society for Research into Higher Education & Open University Press 1999; P West Learning for Life: Review of Higher Education Financing and Policy Canberra DETYA AGPS 1998

3. Coaldrake and Stedman On the Brink: Australia's Universities Confronting Their Future

4. P Senge The Fifth Discipline: The Art and Practice of the Learning Organization Milsons Point Random House Australia 1990; P Senge, A Kleiner, C Roberts, R Ross, G Roth, and B Smith The Dance of Change: The Challenges of Sustaining Momentum in Learning Organizations London Nicholas Brealey Publishing 1999

5. E Faure et al. Learning To Be: The World of Education Today and Tomorrow Paris UNESCO 1972; M J Delors Learning: The Treasure Within Report to UNESCO of the International Commission on Education for the Twenty-first Century Paris UNESCO 1996

6. Organization for Economic Co-operation and Development The Transition from Elite to Mass Higher Education Proceedings of the conference Sydney DEET Higher Education Division/OECD AGPS 1993

7. P Candy, G Crebert, and J O'Leary Developing Lifelong Learners through Undergraduate Education Canberra NBEET AGPS 1994; Coaldrake and Stedman On The Brink: Australia's Universities confronting their Future; R Edwards Changing Places? Flexibility, Lifelong Learning and a Learning Society London Routledge 1997; West Learning for Life: Review of Higher Education Financing and Policy

8. S Behrens 'A Conceptual Analysis and Historical Overview of Information Literacy' College and Research Libraries vol 55 1994 pp309-322; S Bjorner 'The Information Literacy Curriculum - A Working Model' IATUL Quarterly vol 5 no 2 1991 pp150-160; S Brievik Student Learning in the Information Age Phoenix Arizona The Oryx Press 1998; C Bruce 'Information Literacy: A Framework for Higher Education' Australian Library Journal vol 45 1995 pp13-26; A Bundy Information Literacy: The Key Competency for the 21st Century Paper presented at the Annual Conference of the International Association of Technological University Libraries Pretoria South Africa, June 1998; D Nahl-Jakobovits 'Bibliographic Instructional Design for Information Literacy: Integrating Affective and Cognitive Objectives' Research Strategies vol 11 no 2 1993 pp73-88; N Radomski Implementing Information Literacy Themes, Issues and Future Directions University of Ballarat Ballarat 1999; C Bruce The Seven Faces of Information Literacy Adelaide Auslib Press 1997

9. Bruce and Candy Information Literacy around the World

10. Ibid pxiii

11. C-M Karelse 'INFOLIT: A South African Experience of Promoting Quality Education' ibid pp37-50

12. G Gasteen and C O'Sullivan 'Working Towards an Information Literate Law Firm' ibid pp109-120

13. R George and R Luke 'The Critical Place Of Information Literacy in the Trend Towards Flexible Delivery in Higher Education Contexts' Australian Academic & Research Libraries vol 27 no 3 1996 pp204-212

14. D Bradley 'The University's Teaching and Learning Strategy: A Statement on Progress. University of South Australia' [roneo] 1998

15. Bjorner 'The Information Literacy Curriculum - A Working Model'; C Doyle Information Literacy in an Information Society: A Concept for the Information Age Syracuse, New York ERIC Clearinghouse on Information Technology ED 372763 1994; D Isbell 'Information Literacy Competencies' College and Research Libraries vol 54 no 6 1993 pp 325-327; M Lennox 'Information Literacy in the Educational Process' The Educational Forum vol 57 Spring 1993 pp312-324; Nahl-Jakobovits 'Bibliographic Instructional Design for Information Literacy: Integrating Affective and Cognitive Objectives'; SUNY Council of Head Librarians Final Report 1997 http://olis.sysadm.suny.edu/ili/final.htm

16. T Nunan 'Graduate Qualities, Employment and Mass Higher Education' paper presented at the Higher Education Research and Development Society of Australasia Annual International Conference Cornerstones: What do we value in Higher Education? University of Melbourne 1999 http://herdsa.org.au/vic/cornerstones/authorframeset.html

Appendix

Graduate Quality 2

A graduate of the University of South Australia will be prepared for lifelong learning in pursuit of personal development and excellence in professional practice.

Indicators of graduate quality 2

• locate, evaluate, manage, and use information in a range of contexts - ie be information literate
• understand the limitations of, and have the capacity to evaluate, their current knowledge
• understand and accept personal weaknesses, strengths, and preferred learning styles, have knowledge of a range of learning strategies and take responsibility for their learning and development
• maintain a positive concept of self as capable and autonomous
• sustain intellectual interest and critical thinking as a mature professional.

Characteristics of a Lifelong Learner

Rigmor George, Division of Education, Arts and Social Sciences, University of South Australia, GPO Box 2471, Adelaide SA 5001. E-mail: rigmor.george@unisa.edu.au.nospam (please remove the '.nospam' from the address).

Holly McCausland, Flexible Learning Center, University of South Australia, GPO Box 2471, Adelaide SA 5001. E-mail: holly.mccausland@unisa.edu.au.nospam (please remove the '.nospam' from the address).

Dale Wache, Flexible Learning Center, University of South Australia, GPO Box 2471, Adelaide SA 5001. E-mail: dale.wache@unisa.edu.au.nospam (please remove the '.nospam' from the address).

Irene Doskatsch, Library, University of South Australia, GPO Box 2471, Adelaide SA 5001. E-mail: irene.doskatsch@unisa.edu.au.nospam (please remove the '.nospam' from the address).