1. Bite-sized information literacyClare McCluskey, York St John University, email@example.comThe approach outlined here is that of bite-sized information literacy inputs into anundergraduate Primary Education course. IL provision over the whole programmehad been ad hoc and inconsistent, often relying on the opportunity to promote a newkey resource, such as an e-book or new database, and tutors had reported studentsnot retaining or applying the information skill techniques taught as part of this by thepoint they reached their third and final year.Gaps in IL provision were identified in discussions between the library and moduletutors. Examples of these gaps included the ability to identify and access keyresearch to contextualise situations encountered in the classroom whilst onplacement and an awareness of the different ways of discovering and using policyinformation. It was also identified that an appreciation of other professionals andfellow students as part of a knowledge sharing network should be encouraged.The IL input into the programme was designed in collaboration with the Head ofProgramme and it was decided that it would be provided in lectures of a core module,reaching all members of a large cohort. Several bite-sized sessions from the librarianwould both fit in with timetable and help with reflective thinking throughout themodule, offering appropriate input at an appropriate time. The academic liaisonlibrarian then made herself available for follow up tutorials in the following weeks.Motivation to do so was provided by a focus from the module team on student ledworkshops and the assignments requiring reflection on literature in an area of theirchoice, linked to an issue encountered on placement.