Student Information and Digital Literacies

Describe the difference between academic, professional and specialist literature, and identify appropriate uses of these information types for assessments.

Identify different types of academic information available in a subject discipline and find academic information using reliable sources. 

Locate and interpret reading lists. 

Use Library Search to: 

• run a simple keyword search 
• refine a search using filter options 
• find an item on Library shelves 
• access an electronic item 

Use bibliographies and reference lists to identify further reading and find a source from its reference. 

Perform a search on a database where required by the curriculum. 

Locate the relevant Library subject guide for future reference. 

Describe what critical evaluation is and why it is important to evaluate information, identifying issues around authority, currency, misinformation, fake news, and bias. 

Demonstrate digital fluency by explaining the limitations of Google, Wikipedia and Generative AI tools for the purposes of an academic literature search. 

Make ethically informed, critical decisions about the information sources and digital tools used in assessments.

Describe what referencing is and why it is important. 

Identify the preferred referencing style for a School, programme, or module. 

Construct an accurate reference for the most used information types in a discipline (e.g. books and journal articles). 

Locate and use sources of referencing help (such as Cite Them Right, Academic Skills Kit: Referencing, and  Library Help.)

Apply referencing principles to avoid plagiarism and the unethical use of information. 

Describe key ethical issues surrounding AI and its use in education, including how its use can impact academic integrity. 

Acknowledge the use of AI generated content in assessments. 

Use subject guides to find links to subject specific resources. 

Develop a search strategy for finding information for assignments and projects by: 

• describing the scope of the topic. 
• identifying keywords for the topic and building a bank of synonyms and related terms to expand the search. 
• applying Boolean search techniques to combine keywords with AND/OR linking words. 
• use the refining and limiting options in databases to focus results. 

Discover and use a wider range of sources (such as legislation, government publications, scientific data, standards and patents, company information, newspapers, audio visual and websites). 

Identify information protected by copyright law and apply problem solving skills to find alternatives using creative commons licences and open access sources. 

Recognise AI tools when interacting with them in existing and new platforms. 

Critique the currency, relevance, accuracy, authority and purpose of potential sources of information, including Generative AI, making appropriate, ethically aware selections.

Apply lateral reading techniques to fact check information across a range of sources. 

Compare and contrast evidence, identifying questions, problems and gaps in knowledge. 

Construct an accurate reference for further information types in a specific discipline (e.g. multimedia and social media). 

Proofread referencing for common mistakes and rectify them accordingly. 

In anticipation of stage 3, judge whether reference management software would be useful and locate further information if needed (e.g. by reviewing Referencing Tools on the Academic Skills Kit or exploring the  EndNote Guide). 

Investigate and identify key journal titles, authoritative sources, experts, and networks in a discipline. 

Read widely, confidently and independently around a theme to identify a suitable research topic and create a well-defined research question for a project drawing on a diverse range of authoritative voices. 

Apply search techniques to find information about the types of methodology used in the research around a topic. 

Reflect on and adapt a search strategy by: 

• using a range of search modifiers, including phrase searching, truncation and wild cards. 
• applying controlled vocabulary searching where available in specific databases. 
• using multiple synonyms and combining searches to build up a complex search string. 
• searching across a range of multidisciplinary and subject specific databases. 
• refining a search strategy to improve search results. 

Explain what a 360° search is (moving backwards through references and forwards through citing documents), and employ it in searching. 

Build a strong evidence base for their research, articulating and critically justifying the decisions made in choosing and using sources for the task at hand, including Generative AI.

Follow the development of an area of research, comparing and contrasting evidence and synthesising information to form connections, build individual arguments and problem solve.

Save searches and set up email alerts to keep up to date with key journals/resources. 

Critically explore the use of AI tools such as Semantic Scholar for keeping up to date with research in a specific field. 

Decide on a workflow for managing information that is fit for purpose. 

Evaluate reference management tools and strategies reflecting on personal preferred workflows and taking into consideration any collaborators' needs. If using EndNote, plan for how to access the EndNote Library after graduation.  

Collect and use data ethically considering the moral implications of choices and actions. 

Communicate research plans effectively in a variety of formats, such as within the proposal and planning stages, conversations with supervisors, and assessed outputs.

Reflect on the skills and attributes developed through the research process and articulate how these were applied and improved (in readiness for future opportunities beyond University and the curriculum).