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=Students are provided with information on research skills support. =

Evidence
According to Mcknight (2003), information support services are playing an increasing partnership role in online teaching and learning to ensure explicit curriculum content is well-resourced, and that students are properly supported (p. 380).

Students commence their degrees with limited knowledge of information literacy. It cannot be assumed that students are ‘so computer literate that they do not need library research classes’ (Salisbury & Ellis 2003). As well as being informed of the range of information resources available students need to be guided in using these tools.

Being able to use computers is not enough. Students must be able to identify information problems and be able to locate, use and evaluate information (Eisenberg 2008).

Learners must think critically and coherently about finding, evaluating, using, and managing information: ‘As information resources and the tools to find them grow and increase in complexity so, too, do the means by which we help our students understand how to find and use them effectively’ (Goetsch and Kaufman, 1998, p. 162).

Observing that reader education and information literacy instruction has long been a function of libraries, McKnight characterises the role of librarian changing from a ‘custodian of books to being a true partner in learning and teaching’ (p. 381). In concluding that differences between curriculum materials and supporting information resources are unnoticed by students, McKnight foresees librarians as members of a collaborative multidisciplinary team ‘creating new learning resources and environments for the seamless delivery of the curriculum and support materials’ (p. 384).

Porter (2005) and Liber (2005) both discuss the specialised expertise that library and information service personnel can collaboratively contribute to learning process and partnerships.

Valtonen et al. (2009) Study student readiness for e-learning. They discover that students are not all equally ready to undertake e-learning. There are negative, neutral, and positive attitudes and beliefs concerning online learning. Also, their ideas about the possibilities of e-learning are superficial. Students must be shown the point and possibilities of e-learning if it is to be successful. It is simply not true that just because students are digital natives that they have transferable skills and a disposition to work in online environments. Many students lack self-efficacy and hence are likely to avoid difficult tasks in a domain. Although the students utilize ICT tools in daily life efficiently, and the difference in ICT skills across students was small, there were marked differences in beliefs about e-learning. Many students do not know enough about the possibilities for e-learning because of ‘functional fixedness’. They simply aren’t used to using the web to learn. It is important to offer students more information about the characteristics and possibilities for online learning.

Resources
Evidence of capability in this practice is seen through the provision of resources on conducting research, resources on finding content and other information via links to suitable databases, instructions on where to find suitable books and support materials provided by groups such as libraries on information literacy skills.

Salisbury & Ellis (2003) found that information literacy interventions contributed a substantial improvement to student research skills. However, only half the students were meeting all the objectives tested. They conclude that ongoing information literacy skills sessions are required. A single information literacy session a semester is inadequate. Furthermore, the method of delivery (online vs hands-on) did not matter. Given different student preferences this suggests a range of options be offered perhaps able to be accessed by students at any time.