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This paper reports on an evaluation project conducted at the University of Melbourne during 2002. The objective of the project was to evaluate selected information literacy programs that were provided to students in the Arts Faculty. The three programs that were evaluated used different modes of delivery. The paper discusses the rationale of the project, the methodology and the results of the evaluation.

This article reports on a study we conducted with first-year students in the Faculty of Arts at the University of Melbourne in 2003. Building upon our 2002 research (Library Review, 2003, vol 52, nº5 pp209-217), we investigated the prior library instruction, information preferences and skills of students enrolled in first-year subjects in the Faculty of Arts at the University of Melbourne. Our article reflects on how this investigation has broadened our understanding of the information literacy (IL) knowledge and prior experience of entry-level students at university. It considers the implications that the results of our study have for 'teaching librarians' and attempts to answer questions about how we can better assist students to build upon what they already know.

This article will outline the development of an Information Literacy Strategy in 2009 as part of an overall program of curriculum review and renewal at La Trobe University, Australia. Current information literacy programs at La Trobe University Library employ a diverse range of approaches and delivery methods. However, they are limited in scope and scale while they are optional additions to the curriculum. Through participation in a university-wide process of curriculum review and renewal, the library has developed a systemic, coherent and sustainable approach to the design of undergraduate information literacy programs. The resulting strategy employs a combination of online and individual instruction and support embedded into the curricula structure and reflected in assessment tasks. It provides a model of research skills education that gives all La Trobe University students the opportunity to develop foundation information literacy in first year and to graduate with the necessary information literacy skills for study, work and lifelong learning.

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