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Library Graduate Attribute Toolkit

Guide to assessment examples to support teaching to achieve graduate attributes.

Utilise information and communication and other relevant technologies effectively (Graduate Attribute 10)

Relates to Australian and New Zealand Information Literacy Framework standard:

  • Uses information with understanding and acknowledges cultural, legal, and social issues in the use of information. 
    • Learning Outcomes:
      - acknowledges cultural, ethical, and socioeconomic issues related to access to, and use of, information
      - recognises that information is underpinned by values and beliefs
      - conforms with conventions and etiquette related to access to, and use of, information
      - legally obtains, stores, and disseminates text, data, images, or sounds


Sources used

[1] Pace University Library. (2011). Assignment ideas that develop information literacy skills. Retrieved September 21, 2011, from

[2] University of Puget Sound. Collins memorial library. (1999). Ideas for library related assignments. Retrieved September 23, 2011, from

[3] Clark College. Lewis D. Cannell library. (2009). Ideas for assignments to promote information literacy and research skills. Retrieved September 23, 2011, from

[4] North Georgia College & State University. Library Technology Center. (2011). Information literacy.  Retrieved September 26, 2011, from

[5] University of Cincinnati. Libraries. (2011). Library/Research assignments for developing information competencies. Retrieved September 28, 2011, from



Copyright: During a tutorial ask students to briefly define copyright, censorship and plagiarism on a sheet of paper to be handed in anonymously. Have them include any questions they may have and address those questions in the class. [1]

Copyright for Images: Ask students to create a web page or Powerpoint presentation incorporating digital images located by searching the web.  In preparation for the assignment facilitate a discussion of the issue of copyrighted images. [1]

Intellectual Property: Present students with a number of scenarios that address the issue of plagiarism or unethical use of information.  Ask the students to answer questions such as:

  • What is happening?
  • Why is it happening?
  • Is this a problem? Why or why not?
  • Who, if anyone, gets hurt by this action?
  • How would you feel if it where your work?     [5]


Annotated Bibliography: Create an annotated bibliography using a range of different resources, and which include evaluative annotations. Entries in the bibliography should reflect the appropriate referencing. [2, 3]

Copyright: Ask students to find a newspaper or magazine article on copyright, censorship or plagiarism. Have them write a one page opinion paper about how this would affect them in some aspect of their life outside university, in their future career, as a consumer, etc. [1]

Snapshot of the Year: Have the class develop a snapshot of the year that is relevant to the course.  Have students include a variety of categories such as politics, local/global news and events, the arts, science and technology, conferences, or whatever is significant. Include a chronology. [3]


Annotated bibliography - Justified: Create a bibliography of 10 resources suitalble for academic work.  Ask students to justify their choices, or explain their selection criteria.  The type of resources used may be comprehensive, or, restricted to a specific type, e.g. books, journals, websites.  [4]

Poster Presentation: Research a topic and present it in poster form.  Prepare support materials as well, to provide to fellow students. [4]

Anthology for a Unit: Using the Library search and databases, have students compile an anthology of works on a theme or topic. Include an introduction to the anthology that displays an overall understanding of the subject. Each item should be described and an explanation given for its inclusion. The assignment should require that all entries use the appropriate referencing style. [2, 3]