Overview

Focusing on important information literacy debates, this new book with contributions from many of the main experts in the field highlights important ideas and practical considerations. Information Literacy takes the reader on a journey across the contemporary information landscape, guided by academics and practitioners who are experts in navigating this ever-changing terrain.

Full Product Details

Author:   Geoff Walton (Staffordshire University, UK) ,  Alison Pope (Staffordshire University, UK)
Publisher:   Woodhead Publishing Ltd
Imprint:   Chandos Publishing (Oxford) Ltd
Dimensions:   Width: 15.60cm , Height: 1.70cm , Length: 23.40cm
Weight:   0.560kg
ISBN:  

9781843346104

ISBN 10:   1843346109
Pages:   322
Publication Date:   24 June 2011
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Awaiting stock  
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Table of Contents

List of figures and tables Acknowledgments About the authors Chapter 1: Introduction Abstract: But who were the community of practice? Change of key: change of outlook Our call to arms … Part 1: Collaboration, Curriculum and Courses Chapter 2: Information literate pedagogy: developing a levels framework for the Open University Abstract: Introduction Background Previous work The rationale for the IL Levels Framework Development of the IL Levels Framework Putting it into practice What support might people need to use it? How we will test it: case studies Possible issues Future developments Conclusion Chapter 3: Information literacy in the workplace and the employability agenda Abstract: A background of issues Information literacy in the workplace and employability defined? Information literacy and the skills agenda Organisations and information Inside the organisation Information needs and sources used Training issues Examples of good practice Chapter 4: Information literacy in the context of contemporary teaching methods in higher education Abstract: Introduction Enquiry based learning and the IL perspective Dialectic facilitation approaches: an alternative approach to IL development A new dimension … Conclusion Part 2: Development, Dialogue and Design Chapter 5: ‘Enquiring Minds’ and the role of information literacy in the design, management and assessment of student research tasks Abstract: Introduction The Enquiring Minds (EM) project IL, the teaching-research nexus and EBL External standards: QAA The EM People, Diversity & Work pilot Bringing IL into the Law curriculum From theory into practice: implementation IL competences and ‘standards’ IL and the limitations of ‘learning outcomes’ ‘Competency standards’ in Law skills assessment Presentation, reward and ‘communication’ aspects Competency standards for ‘communication’ and the ‘ethical’ dimension The ‘ethical’ dimension in ‘communication’ Conclusions Chapter 6: Are we sharing our toys in the sandpit? Issues surrounding the design, creation, reuse re-purposing of learning objects to support information skills teaching Abstract: Introduction Literature review Design of RLOs for information skills Sharing your content Conclusion Appendix Reuse logbook Chapter 7: Spielberg your way to information literacy: producing educational movies and videos Abstract: Introduction Using videos Pre-production Planning Scripting Filming Editing Reviewing and evaluating Next steps Final thoughts Glossary Part 3: Obesity, Overload and Opportunity Chapter 8: Information literacy and noöpolitics Abstract: Introduction Information abundance and information obesity From geopolitics to noöpolitics Competing forms of value A politically aware information literacy education? Conclusion Chapter 9: Contemporary technologies’ influence on learning as a social practice Abstract: Contemporary technology What makes the Internet such a radical and disruptive technology for education? Social learning is nothing new The Internet as the modern wireless ‘Penny University’ Knowing stuff: what we now do with information The cult of the amateur and the rise of the informal learner and expert Pedagogy 2.0? Opportunities and threats of contemporary social learning Information literacy Conclusions Chapter 10: Understanding the information literacy competencies of UK Higher Education students Abstract: Introduction Background and context Information literacy Testing at MMU – context Research methods Results Conclusions and recommendations Appendix Index

Reviews

""This book contains a lot of fuel for information literacy practitioners in any 21st-century library, and the call to action is relevant across cash-strapped nations."" --College and Research Libraries ""The breadth of coverage should mean this volume will have articles of interest to information literacy teachers and practitioners irrespective of their library sector."" --Journal of Information Literacy

This book conon is relevant across cash-strapped nations. -College and Research Libraries The breadth of coverage should mean this volume will have articles of interest to information literacy teachers and practitioners irrespective of their library sector. -Journal of Information Literacytains a lot of fuel for information literacy practitioners in any 21st-century library, and the call to acti

This book contains a lot of fuel for information literacy practitioners in any 21st-century library, and the call to action is relevant across cash-strapped nations. -College and Research Libraries The breadth of coverage should mean this volume will have articles of interest to information literacy teachers and practitioners irrespective of their library sector. -Journal of Information Literacytains a lot of fuel for information literacy practitioners in any 21st-century library, and the call to acti

This book contains a lot of fuel for information literacy practitioners in any 21st-century library, and the call to action is relevant across cash-strapped nations., College and Research Libraries The breadth of coverage should mean this volume will have articles of interest to information literacy teachers and practitioners irrespective of their library sector., Journal of Information Literacy

Author Information

Geoff Walton is a Subject and Learning Support Librarian and Research Informed teaching (RiT) Project Co-ordinator at Staffordshire University, with specific subject responsibilities for Psychology and Sport & Exercise Science. As RiT Co-ordinator Geoff is involved in identifying synergies between research, teaching, learning, information literacy, e-learning and inquiry-based learning. He is particularly interested in the cognitive processes involved in becoming information literate. His research interests also include developing the online information literacy tool the Assignment Survival Kit (ASK), developing a process for online peer assessment, investigating academic skills needs in undergraduate students and using inquiry-based methods to facilitate learning. Alison Pope was a Learning and Teaching Fellow at Staffordshire University from 2005 to 2009. Her research in this period focused on the importance of adopting a strategic approach to information literacy in the HE context. She especially focused on the need to embed information literacy within the curriculum. Alison has spoken at many high profile conferences on this topic and has also published widely. She is Senior Subject and Learning Support Librarian at Staffordshire University with specific responsibility for the Schools of Law and Business. Alison leads the team at Staffordshire responsible for the development of the Assignment Survival Kit (ASK) and is currently engaged in empirical research to develop further the ASK software in a Web 2.0 environment.

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