Information Literacy

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.

• List of figures and tablesAcknowledgmentsAbout the authorsChapter 1: IntroductionAbstract:But who were the community of practice?Change of key: change of outlookOur call to arms …Part 1: Collaboration, Curriculum and CoursesChapter 2: Information literate pedagogy: developing a levels framework for the Open UniversityAbstract:IntroductionBackgroundPrevious workThe rationale for the IL Levels FrameworkDevelopment of the IL Levels FrameworkPutting it into practiceWhat support might people need to use it?How we will test it: case studiesPossible issuesFuture developmentsConclusionChapter 3: Information literacy in the workplace and the employability agendaAbstract:A background of issuesInformation literacy in the workplace and employability defined?Information literacy and the skills agendaOrganisations and informationInside the organisationInformation needs and sources usedTraining issuesExamples of good practiceChapter 4: Information literacy in the context of contemporary teaching methods in higher educationAbstract:IntroductionEnquiry based learning and the IL perspectiveDialectic facilitation approaches: an alternative approach to IL developmentA new dimension …ConclusionPart 2: Development, Dialogue and DesignChapter 5: ‘Enquiring Minds’ and the role of information literacy in the design, management and assessment of student research tasksAbstract:IntroductionThe Enquiring Minds (EM) projectIL, the teaching-research nexus and EBLExternal standards: QAAThe EM People, Diversity & Work pilotBringing IL into the Law curriculumFrom theory into practice: implementationIL competences and ‘standards’IL and the limitations of ‘learning outcomes’‘Competency standards’ in Law skills assessmentPresentation, reward and ‘communication’ aspectsCompetency standards for ‘communication’ and the ‘ethical’ dimensionThe ‘ethical’ dimension in ‘communication’ConclusionsChapter 6: Are we sharing our toys in the sandpit? Issues surrounding the design, creation, reuse re-purposing of learning objects to support information skills teachingAbstract:IntroductionLiterature reviewDesign of RLOs for information skillsSharing your contentConclusionAppendix Reuse logbookChapter 7: Spielberg your way to information literacy: producing educational movies and videosAbstract:IntroductionUsing videosPre-productionPlanningScriptingFilmingEditingReviewing and evaluatingNext stepsFinal thoughtsGlossaryPart 3: Obesity, Overload and OpportunityChapter 8: Information literacy and noöpoliticsAbstract:IntroductionInformation abundance and information obesityFrom geopolitics to noöpoliticsCompeting forms of valueA politically aware information literacy education?ConclusionChapter 9: Contemporary technologies’ influence on learning as a social practiceAbstract:Contemporary technologyWhat makes the Internet such a radical and disruptive technology for education?Social learning is nothing newThe Internet as the modern wireless ‘Penny University’Knowing stuff: what we now do with informationThe cult of the amateur and the rise of the informal learner and expertPedagogy 2.0? Opportunities and threats of contemporary social learningInformation literacyConclusionsChapter 10: Understanding the information literacy competencies of UK Higher Education studentsAbstract:IntroductionBackground and contextInformation literacy Testing at MMU – contextResearch methodsResultsConclusions and recommendationsAppendixIndex

"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