Students are navigating an increasingly complex digital information environment, shaped not only by databases and scholarly publishing, but by AI systems that retrieve, rank, summarise, and synthesise information on their behalf.
The UTS Library Digital Information Literacy Model provides a curriculum‑aligned approach for developing students’ research skills and supports academics in embedding information and AI literacy progressively across a course. Rather than treating AI as a standalone capability, the model positions it as part of the information ecosystem students must learn to inspect, question, and oversee the content it generates.
What capabilities does it cover?
The model organises digital information literacy into six connected capability areas, aligned to AQF levels:
- Define, Plan and Oversee: Define information needs and oversee how databases and AI‑enabled search tools retrieve and prioritise information.
- Search and Prompt: Search and prompt effectively across library systems and AI tools to retrieve relevant and appropriate information.
- Explore and Refine: Explore and refine searches, prompts, or agent instructions iteratively to improve relevance, quality, and sufficiency of results.
- Evaluate: Evaluate the quality, authority, bias, and limitations of information and AI outputs in disciplinary and social contexts.
- Organise and Store: Organise, document, and securely store sources, strategies, and decisions to support transparent and reproducible scholarly practice.
- Ethical Use: Act with academic integrity by attributing sources (including AI outputs) and complying with copyright.
How the Library supports you
UTS Library supports these capabilities through flexible teaching and curriculum support, including:
Self-service resources:
- Discipline-specific study guides cultivate essential digital information literacy competencies and facilitate access to library resources. These guides may be integrated into Canvas at any stage of the academic curriculum.
- Library modules focused on academic skills development. These serve as onboarding resources for students and include:
- APA referencing 101 – provides an introduction to APA referencing and relevant Library support
- AGLC referencing 101 - provides an introduction to AGLC referencing and relevant Library support
Embedded training:
Librarians collaborate with course design teams to integrate digital information literacy throughout degree programs, offering a range of training solutions tailored to specific course needs and operational requirements. Options include:
- Assignment‑based Study Guides: Embedded in Canvas subjects to support self‑directed learning and timely, assignment‑focused guidance.
- Train the trainer sessions to equip teaching staff with advice, lesson plans, and teaching materials to help them lead tutorials aimed at enhancing students’ research skills.
- Live training delivered during lectures or workshops.
Contact a librarian using our Enquiries form to discuss training options or begin integrating a discipline-specific study guide into your Canvas subject.
Support for students
Students can access training outside of formal coursework through:
- Discipline-specific study guides, which provide targeted guidance on finding, evaluating and using information effectively.
- Study Help sessions for personalised assignment help from a Librarian during session.
- Chat with a library staff member for assistance with finding and accessing resources and referencing.