Students: "Where's the library?" Lecturers: "Databases huh?" : being competent in information literacy

Scholarly inquiry for beginning students is often a moot point. Students coming to terms with the transitional process of university and academic life are often dealing with the basic elements of survival: change process and adaptation. Yet this is also true for academics who must teach content, sometimes with limited information literacy skills. This paper illustrates a foundation first-year unit in health that was developed to assist students at a regional university to acquire skills in information literacy using the content of the subject as the vehicle. It showcases the evolution of a subject as it matures, and the place where information literacy sits within the content.