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=Students are provided with a description of the range of available information sources. =

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

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).

Because students commence their degrees with limited knowledge of information literacy (Salisbury & Ellis 2003), it is important to provide a description of what resources are available. However, it is also important to note that description of the range of available information resources, though necessary, is not enough. Evidence suggests that students need supervision and support in acquiring search skills and information literacy (Kuiper 2005).

By providing description of the range of available information sources institutions can supplement other the services, resources and facilities available to meet student needs.

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. 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.

Donaldson (2000) describes an online tutorial designed to teach information literacy by bringing to the students’ attention at their own pace the available general and course specific library resources. This tutorial received considerable positive feedback.