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Optimizing Information Literacy for a Block Model: A Case Study
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Optimizing Information Literacy for a Block Model: A Case Study

Jill Parkes, Talli Allen and Cintamani Brown
Vol.4(2), pp.45-46
IBILTA 2026 (Online, 30/09/2026–01/10/2026)
30/09/2026
DOI: https://doi.org/10.15209/jbilt.1389
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IBILTA 2026 Conference AbstractsView
Published (Version of record) Open CC BY-NC V4.0

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Abstract

Library Teaching and Learning Block model Library and information studies Library and archival services
Following Southern Cross University’s (SCU) transition to an immersive block teaching model (the Southern Cross Model) in 2022, the SCU Library significantly restructured its approach to information literacy (IL) support for undergraduate students. Block teaching models consist of short, intensive and active learning experiences that differ markedly from traditional 12-15 week semester structures (Goode et al., 2024) and require a whole of university approach. At SCU, students complete one or two units over six week teaching terms, offering flexibility while accelerating learning and assessment timelines (Wilson et al., 2025). This shift prompted a key challenge for librarians: determining how to support student’sdevelopment of information literacy skills, critical in the era of Gen-AI (Marchese & Marchese, 2026), without increasing cognitive load or competing with compressed block schedules. In response to these conditions, the SCU Library redesigned its IL provision to better align with block learning demands and to support students at their point of need. As assessment tasks are introduced early in each block, librarians offered skills-basedclasses during weeks zero to three of term. While the literature on academic librarianship and information literacy largely reflects semester-based delivery, best practice for IL support in block models remains underexplored. Existing research highlights the need to bolster one shot instruction through flipped classrooms, embedded librarianship, and improved digital resources (Kish, 2024; Thorpe et al., 2024); however, detailed examples of IL design and implementation within block models are scarce. This case study begins to address this gap by contributing to the development of a bestpractice framework for IL support in block teaching environments. This case study documents the SCU Library s transition from unitembedded IL delivery to a skills focused, point of need support model. It outlines the adaptations required to support undergraduate students in a block learning context and identifies the core IL skills prioritised to support early assessment success. A review of the literature was undertaken to identify evidence of bestpractice IL provision in block learning models. Qualitative feedback from students and academic staff was also collected to evaluate the effectiveness of the redesigned support model. Student and staff feedback on IL support was gathered through both formal and informal channels. A thematic summary of this feedback is presented. As universities increasingly adopt block teaching models, evidence-based approaches to library and IL support are needed. This work contributes to emerging scholarship by proposing a developing bestpractice framework for providing effective, sustainable IL support to undergraduate students in immersive block learning environments.

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