PRESENTATION

Presentation Description:

This presentation reports on findings from a research project funded by the ALIA Research Grant, undertaken over the past year by Dr Kay Oddone, Associate Professor Lizzy Tait, and Tabitha Merrill. The project explores the perspectives of Library and Information Studies (LIS) students currently completing their qualifications at three universities: Charles Sturt University, Curtin University, and the University of South Australia.

Participants first contributed to an online survey, with a smaller group later engaging in focus groups. Together these methods generated rich insights into how students understand the teaching of information literacy within their courses, how they perceive the growing presence of generative artificial intelligence (GenAI), and how their learning experiences might be enhanced through approaches informed by Universal Design for Learning (UDL).

Student responses highlight the shifting nature of today’s information environment and its influence on their dual identities as university learners and as emerging professionals in the LIS sector. Their reflections reveal both the strengths of current programs and areas of challenge. They recognised the value of existing course content and library support, while also pointing to gaps in preparation for the realities of contemporary practice. Particularly striking were their expectations for future professional contexts, their projections of how information work will evolve, and their suggestions for designing courses that better equip graduates for a rapidly changing landscape.

The integration of GenAI emerged as a major theme. Students viewed it as a transformative force with implications for academic integrity, professional practice, and the skillsets required of future information professionals. While most participants reported that their courses fostered a generally inclusive learning environment, they expressed limited awareness of how UDL principles could be more effectively or imaginatively applied. Their comments suggest opportunities to design teaching and library resources that more directly address the needs of diverse learners and support equitable engagement with emerging technologies.

With analysis ongoing, the research team is synthesising these findings into actionable outcomes. These will inform the design of learning resources for LIS courses and academic libraries, ensuring information literacy education not only reflects current professional realities but also anticipates future demands. The project aims to strengthen alignment between teaching practices and student expectations, preparing graduates who are confident, adaptable, and ready to lead in advancing information literacy across the GLAM (galleries, libraries, archives, and museums) sector.