This page showcases practical assessment ideas that intentionally embed elements of the Information and Digital Literacies Graduate Learning Outcome - covering information, digital, and AI literacies. Examples are designed to help students locate, evaluate, create, and communicate information ethically and effectively, while building confidence with contemporary digital and AI-enabled tools.

Before exploring the suggestions and examples below and on the following pages, clarify what you want students to achieve in the task or assessment. The following questions provide a chance to reflect on intended learning outcomes for students.

• Is the task appropriate to the students’ current skills level, and where it is in their course?
• What pre-assumed knowledge might they need?
• Are they familiar with the basics of the academic research process?
• Have they used databases, and/or more sophisticated research tools?
• How deeply to they need to engage in discipline-specific literature in order to complete the task or learning outcome?
• Is the quality and number of sources identified and retrieved important to the task/assessment/learning outcome?
• Does this assignment provide meaningful practice in using tools in ways that might be helpful in other contexts or subjects?
• What blockers or challenges might students encounter when they engage in this task or assessment?
• What subject learning outcome(s) and course learning outcome(s) does this support?

Below are task ideas you can adapt to integrate the Information & Digital Literacies GLO into your subject.

Some of the above content was adapted from Drew University’s Designing assignments to develop information literacy.

Literature reviews are powerful vehicles for the Information & Digital Literacies GLO: they require students to define/refine a question, search strategically, evaluate sources, synthesise evidence, and reference ethically - using contemporary digital tools along the way. You can also build AI literacy into the task through scaffolded steps - for example, asking students to use an AI tool to iterate on their research question or keywords, then reflect on what they kept, what they discarded, and why, before validating results in scholarly databases.

Designing a literature review assessment? Watch the video below for practical tips on task design and clear guidance to support your students.