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The San Jose Gateway PhD program is a doctoral partnership between the School of Information at San Jose State University (SJSU) in the USA, and the Information Systems School at the Queensland University of Technology (QUT) in Australia. Because of Californian legislation, SJSU has not been able to offer PhD degrees. The Gateway Program therefore provides a research pathway for SJSU’s coursework students. It also helps the School to grow the research capacity of academic staff. For QUT, the Program provides the opportunity to advance research agendas and to build strong international connections and partnerships. The Program began in 2008. It is a distance-delivered cohort-based scheme with new students commencing in August of each year. All students are enrolled as part-time students in QUT’s Doctor of Philosophy. Each student is assigned supervisors from both universities. In addition to individual and group supervisory meetings, all students and supervisors meet in a virtual meeting space once a month. The online monthly meetings are supplemented by two residential events each year: (i) a one week face to face residential in August at San Jose State University, and; (ii) an online residential in March. This paper will critically reflect upon this unique Program, which has led to high quality research outcomes, rapid completions, and noteworthy graduate employments. Critical consideration of the challenges and future proofing of the approach will also be explored.

This practice framework is designed for health practitioners and allied health care workers. The framework provides empirically-based descriptions of ageing Australians’ experiences of health information literacy and suggests how these may provide a foundation for helping ageing Australians enhance their health information literacy. Health information literacy is understood here to be people’s use of relevant information to learn about health.

In 2010, the State Library of Queensland (SLQ) donated their out-of-copyright Queensland images to Wikimedia Commons. One direct effect of publishing the collections at Wikimedia Commons is the ability of general audiences to participate and help the library in processing the images in the collection. This paper will discuss a project that explored user participation in the categorisation of the State Library of Queensland digital image collections. The outcomes of this project can be used to gain a better understanding of user participation that lead to improving access to library digital collections. Two techniques for data collection were used: documents analysis and interview. Document analysis was performed on the Wikimedia Commons monthly reports. Meanwhile, interview was used as the main data collection technique in this research. The data collected from document analysis was used to help the researchers to devise appropriate questions for interviews. The interviews were undertaken with participants who were divided into two groups: SLQ staff members and Wikimedians (users who participate in Wikimedia). The two sets of data collected from participants were analysed independently and compared. This method was useful for the researchers to understand the differences between the experiences of categorisation from both the librarians’ and the users’ perspectives. This paper will provide a discussion on the preliminary findings that have emerged from each group participant. This research provides preliminary information about the extent of user participation in the categorisation of SLQ collections in Wikimedia Commons that can be used by SLQ and other interested libraries in describing their digital content by their categorisations to improve user access to the collection in the future.

How can Australian library and information science (LIS) education produce, in a sustainable manner, the diverse supply of graduates with the appropriate attributes to develop and maintain high quality professional practice in the rapidly changing 21st century? This report presents the key findings of a project that has examined this question through research into future directions for LIS education in Australia. Titled Re-conceptualising and re-positioning Australian library and information science education for the twenty-first century, the purpose of the project was to establish a consolidated and holistic picture of the Australian LIS profession, and identify how its future education and training can be mediated in a cohesive and sustainable manner. The project was undertaken with a team of 12 university and vocational LIS educators from 11 institutions around Australia between November 2009 and December 2010. Collectively, these eleven institutions represented the broad spectrum and diversity of LIS education in Australia, and enabled the project to examine education for the information profession in a holistic and synergistic manner. Participating institutions in the project included Queensland University of Technology (Project Leader), Charles Sturt University, Curtin University of Technology, Edith Cowan University, Monash University, RMIT University, University of Canberra, University of South Australia, University of Tasmania, University of Technology Sydney and Victoria University. The inception and need for the project was motivated by a range of factors. From a broad perspective several of these factors relate to concerns raised at national and international levels regarding problems with education for LIS. In addition, the motivation and need for the project also related to some unique challenges that LIS education faces in the Australian tertiary education landscape. Over recent years a range of responses to explore the various issues confronting LIS

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. A project funded by the Australian Learning and Teaching Council fills this gap. The project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. Guided by these findings interviews with 36 LIS educators explored the current approaches used within contemporary LIS education to prepare graduates to become “librarian 2.0”. This video presents an example of ‘great practice’ in current LIS education as it strives to foster web 2.0 professionals.

A line of information and information literacy research has emerged that has a strong focus on information experience. Strengthened understanding, profiling and theorising of information experience as a specific domain of interest to information researchers is required. A focus on information experience is likely to have a major influence on the field, drawing attention to interpretive and experiential forms of research.

The Queensland University of Technology is committed to developing learning environments that meet the changing needs of students whilst also ensuring quality learning outcomes. This paper will present a teaching and learning case study from the Faculty of Information Technology. The case study explores how assessment can be used to more effectively to support student learning. More specifically, the paper will discuss how formative assessment was incorporated into ITB322 Information Resources in an effort to more effectively help develop student skill and knowledge in online searching. The paper will provided a detailed discussion on the practical aspects of redesigning the unit to incorporate formative assessment. The case study reveals that formative assessment does have a positive impact on student learning in the unit. Whilst formative assessment will indeed be used in future offerings of the unit several key issues will need to be considered in further: the allocation of marks, the role of self assessment, student understanding and use of feedback and the impact on staffing.

Purpose: This paper presents a study that explores the way in which library and information science (LIS) practitioner’s experience and conceive evidence based library and information practice (EBLIP). Design: Semi-structured interviews were used for data collection. The interviews were designed and conducted using the phenomenographic approach. Phenomenography is an interpretive research approach that looks at the different ways people experience or conceive a range of phenomenon. The intent of phenomenographic research is to understand variation in the collective experience of a group or community in regards a particular phenomenon. Six participants took part in a 30-60 minute audio recorded interview. The goal of each interview was to understand the variation in each participant’s experience of EBLIP. Findings: The results suggest that LIS professionals have four different ways of experiencing evidence based practice. The four different ways or categories are (i) EBLIP is not relevant; (ii) EBLIP is learning from experience; (ii) EBLIP is service improvement; and (iv) EBLIP is all consuming. It should be noted that this framework is fluid and will evolve as the research project continues. Value: The study is significant because it provides the first model or rich description of EBLIP as understood by the library and information practitioner. This model can assist library educators, associations and others involved in supporting and preparing current and future evidence based professionals, so that an evidence based culture can be firmly established within the profession.

The digital divide is a core issue of the information society. It refers to the division between those who have access to, or are comfortable using, information and communication technology (ICT) (the "haves") and those who do not have access to, or are not comfortable using ICT (the "have-nots"). The digital divide is a complex phenomenon. The majority of studies to date have examined the digital divide from a socio-economic perspective. These studies have identified income, education and employment as the key factors in determining the division between the "haves" and the "have-nots". Very little research has explore the psychological, social or cultural factors that contribute to digital inequality in community. The current study filled this gap by using Bandura's social cognitive theory (SCT) to examine the psychological barriers that prevent individuals from integrating ICT into their everyday lives. SCT postulates that a person will act according to their perceived capabilities and the anticipated consequences of their actions. Four studies have explored the digital divide using SCT. Because of limitations in the research design these studies have shed only limited light onto current understanding of digital inequality in community. The current research was the first study exploring the digital divide that (i) incorporated both socio-economic and socio-cognitive factors, (ii) used a community context that ensured the recruitment of participants who represented the full spectrum of the general population, and (iii) was conducted in both the US and Australia. Data was gathered via self administered questionnaires in two communities: Brisbane, Australia and San Jose, USA. Completed questionnaires were obtained from 330 and 398 participants from the US and Australia, respectively. Hierarchical regression analysis was used to explore the research question: what influence do socio-cognitive factors have in predicting internet use by members of the general population

The Queensland University of Technology (QUT) is committed to providing outstanding learning environments and programs that lead to excellent outcomes for students. This paper will discuss how the Faculty of Information Technology is helping to meet this commitment by using information and communication technology to transform teaching and learning in ways in which engage and challenge students. The paper will provide a case study explore how e-learning is being implemented within the Bachelor of Information Technology. The paper will discuss the practical implications of incorporating e-learning into the teaching curriculum and how it impacts on the teaching and learning process. Student attitudes and expectations towards e-learning will be explored. The paper concludes that e-learning should be a part of a 'whole of learning' approach in which technology is not just an add on to traditional teaching, nor is it the central focus of teaching, but rather, it is one of many tools that is integrated into the curriculum to foster learning. The current project suggests that students appreciate and prefer a mix of e-learning and face-to-face classes and that e-learning is most successful when a holistic approach to teaching and learning is taken.

The library and information profession in Australia, and indeed throughout the world, is rapidly aging. Whilst Australian statistics are not readily available, Australia undoubtedly reflects the current state of play in the United States where it was recently predicted that, by 2017, some 68 percent of today’s librarians will have retired . The challenge for library and information science (LIS) education is to attract students to enrol in the LIS schools with the desire to work in a dynamic profession, and to then ensure their expectations are met by offering a stimulating and cutting edge course. Interestingly, to date very little information has been obtained about the type of students currently entering into LIS education, about their expectations for the LIS curriculum or about their future profession. This paper will outline a study that considers the questions: who is the 21st century LIS student and what are their expectations for now and the future? The Queensland University of Technology is committed to ensuring that its Graduate Diploma in Library and Information Studies (GDLIS) is relevant to both students and the profession alike. In particular, QUT endeavours to ensure that the course is continually being developed to meet the ever changing recruitment needs of the LIS industry it serves. To this end, members of the GDLIS teaching team have conducted a study exploring the attributes, capabilities and expectations of the students the course attracts. Participants in the study are the students enrolled in the GDLIS course from 2002 to 2004. Self-administered surveys were used for data collection. The surveys gathered data on demographics, academic history and previous employment. The survey also obtained the students’ perceptions on the types of skills required by LIS professionals and the functions they perform in the workplace. Students were also asked to indicate their reasons for entering the GDLIS, their expectations of the course, and their future

The Queensland University of Technology (QUT) challenges its teachers to provide innovative and dynamic learning environments that foster excellence in student learning. This paper discusses how the Faculty of Information Technology is using collaborative teaching and learning strategies to meet this challenge. The paper explores how team teaching and learning is being implemented within the Graduate Diploma in Library and Information Studies. The core unit ITN336 Information Resources is used as a case study. The paper discusses the practical implications of incorporating team teaching into a unit's curriculum and how it impacts on the teaching and learning process. Student attitudes towards team teaching are explored. The paper concludes by discussing how team teaching is not just a technique that can be applied to divide the labour within a unit, rather it is a creative and thoughtful mechanism for fostering a dynamic studentcentred learning environment.

This paper will outline a research in progress that explores the psychological barriers that prevent people within community from integrating information and communication technology into their lives. The research will use the Social Cognitive Theory by Bandura (1986) to examine the psychology of the digital divide. This theory postulates that a person will act according to their perceived capabilities and the anticipated consequences of their actions. Participants in the study will be members of the Brisbane community. Self-administered surveys will be used for data collection. The surveys will gather data on demographics, Internet usage and Internet self-efficacy. As part of its commitment to developing the Smart City, the Brisbane City Council (BCC) provides support to the current research project by allowing participants to be drawn from the 32 branches of the BCC library service. The current research is significant, as it will expand current understanding of a phenomenon that has far reaching social and economic implications. This research will aid in developing a clearer and more comprehensive picture of the digital divide, which will allow organisations, such as public libraries, to better develop and tailor services and programs to more accurately and effectively narrow the gap between the information rich and information poor in society. Thus, allowing all members of community to have an equal chance of establishing and maintaining productive personal and professional lives in this rapidly emerging digital age.

As a discipline, library and information science (LIS) has a great deal to offer the academic and professional communities of which it is part. This paper discusses some of the strategies used in the library education program at the Queensland University of Technology that have resulted in recognition as a key player in holistic learning within higher education, as well as building strong partnerships within the LIS profession, within the Faculty of Information Technology, within the university itself and higher education generally. Involvement in key teaching and learning projects has meant that LIS educators are acknowledged as playing a pivotal role in the future development of Faculty teaching and learning initiatives and in the future direction of LIS education in Australia. A model is presented that can guide other LIS educators as they strive to develop collaborative partnerships which will see their discipline at the forefront of university activities.

In late 2003, Queensland University of Technology (QUT) endorsed a Teaching Capabilities Framework which aims to better understand both the teaching and learning environment of the university and the skills and capabilities which constitute good teaching practice. This framework encompasses four key dimensions which encourage academic staff to adopt active, interactive and deep learning approaches to foster quality student learning outcomes: Engaging learners; Designing for learning; Assessing for learning; Managing for learning. This paper draws on the Teaching Capabilities Framework to evaluate the teaching practices within the Graduate Diploma of Library and Information Studies course at QUT. The world of libraries and information agencies in the 21st century is highly dynamic, with technology driving innovative developments in the management and use of information. Focusing on four core units of the course, the paper reflects on the students’ journey to develop the knowledge and skills they will require for their future careers as information professionals. The teaching team has adopted a holistic approach to teaching and learning, centring on the finely developed relationship between assessment, learning activities, learning supports and learning resources. Accordingly, the curriculum covers not only discipline-specific issues, but also includes the development of the individual personal and interpersonal attributes which characterise the well-rounded, competent and confident new professional. Curriculum development has been informed by two university-funded teaching and learning research projects, one to examine emerging discipline knowledge issues and one to identify key generic capabilities, keenly supported by industry practitioners and the professional association.

The capstone unit in the Graduate Diploma of Library and Information Studies course at Queensland University of Technology (QUT) is ITN339 Professional Practice. While the overarching goal of this unit is to prepare graduates for their new career as an information professional, the traditional classroom environment presents a number of challenges for teaching staff in terms of how to encourage students to truly engage in professional issues. Innovative teaching and learning approaches have been introduced with the aim of supporting the graduate’s transition from university into the workplace. The teaching and learning process is viewed as a tri-partite relationship between students, academic staff and members of the profession, all working together to develop a well-rounded, competent and confident new professional. The curriculum therefore covers not only discipline-specific issues, but also the development of the individual personal and interpersonal attributes which are required by students to be successful as they enter the workforce. This paper outlines the teaching and learning approaches used in the unit: student-run colloquia, fieldwork and a professional portfolio represent the assessment tasks which enable students to demonstrate the multiple dimensions of their learning. Extension activities are provided through a mentoring program and through their involvement in publishing an electronic newsletter. This unit has become an example of content and process coming together. The professional networking required to establish the program reflects the essence of the program itself – encouraging reciprocal professional development. Both new and established professionals become aware of the productive ties between members of the profession and that beyond the professional interaction, real friendships can evolve, so that professional development is interwoven with personal self-development.