Practising Information Literacy

This book showcases new interdisciplinary academic research on the relationship between information literacy and learning. It combines findings with new understandings drawn from theoretical and empirical research conducted in primary and secondary schools, higher education, workplaces, and community contexts. The studies offer new insights into questions such as how transferable are the information practices and skills learned in one context to other contexts? What is the degree to which information competences are generic, to what degree are they domain and context specific? What are the kinds of challenges and outcomes that emerge from incorporating information literacy into education and training courses? And, most importantly, what kinds of theories and philosophies regarding the nature of learning, information, and knowledge, should information literacies education and research efforts be based on?

The second edition of this guide for librarians who need to implement informational literacy programs for diverse learners has been revised to include new practices and technologies in the 21st century. Grassian served as a library administrator at theUCLA College Library, and she has teamed with fellow UCLA librarian Kaplowitz to deliver a plan that focuses on goal setting, mode selection, design, copyright and assessment of these programs. A CD-ROM is included that contains sample mission statements, tables that evaluate assessment tools, practice handouts and links to interactive Web pages. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com).

Pathways into Information Literacy and Communities of Practice: Teaching Approaches and Case Studies considers the specific information literacy needs of communities of practice. As such, the book fills a gap in the literature, which has treated information literacy extensively, but has not applied it to the area of communities of practice. Since every community of practice generates, seeks, retrieves, and uses resources and sources related to the cognitive structure being researched or studied, and the tasks being performed, the need arises to undertake studies focused on real user communities, especially at a graduate level. This edited collection presents contributions from an international perspective on this key topic in library and information science. Contributions are arranged into two sections, the first exploring teaching and learning processes, and the second presenting case studies in communities of practice, including, but not limited to, health, research environments, college students, and higher education. Focuses on communities of practice, including health, research, and higher education and their distinct information needs Includes chapters from an international and experienced set of contributors Presents an interdisciplinary perspective on the topic

This book constitutes the refereed proceedings of the European Conference on Information Literacy, ECIL 2013, held in Istanbul Turkey, in October 2013. The 73 revised full papers presented together with two keynotes, 9 invited papers and four doctoral papers were carefully reviewed and selected from 236 submissions. The papers are organized in topical sections on overview and research; policies and strategies; theoretical framework; related concepts; citizenship and digital divide; disadvantaged groups; information literacy for the workplace and daily life; information literacy in Europe; different approaches to information literacy; teaching and learning information literacy; information literacy instruction; assessment of information literacy; information literacy and K-12; information literacy and higher education; information literacy skills of LIS students; librarians, libraries and ethics.

Drawing upon the author’s on going research into information literacy, Information Literacy Landscapes explores the nature of the phenomenon from a socio-cultural perspective, which offers a more holistic approach to understanding information literacy as a catalyst for learning. This perspective emphasizes the dynamic relationship between learner and environment in the construction of knowledge. The approach underlines the importance of contextuality, through which social, cultural and embodied factors influence formal and informal learning. This book contributes to the understanding of information literacy and its role in formal and informal contexts. Explores the shape of information literacy within education and workplace contexts Introduces a holistic definition of information literacy which has been drawn from empirical studies in the workplace Introduces a range of sensitizing concepts for researchers and practitioners

This book focuses on information literacy for the younger generation of learners and library readers. It is divided into four sections: 1. Information Literacy for Life; 2. Searching Strategies, Disciplines and Special Topics; 3. Information Literacy Tools for Evaluating and Utilizing Resources; 4. Assessment of Learning Outcomes. Written by librarians with wide experience in research and services, and a strong academic background in disciplines such as the humanities, social sciences, information technology, and library science, this valuable reference resource combines both theory and practice. In today's ever-changing era of information, it offers students of library and information studies insights into information literacy as well as learning tips they can use for life.

Taking an international approach, this book explores two main models of Information Literacy or IL: the SCONUL (Society of College, National and University Libraries) Seven Pillars of Information Skills and the IL competencies identified by the ALA (American Library Association). Practical examples for the development of IL skills identified by these models are illustrated using printed and web-based resources. The process of integrating IL provision within a programme of study is outlined to illustrate two strategies underpinning this integration at generic-skills level, the ‘plug & play’ approach, and at subject-specific level, the ‘research skills approach’. A range of diagnostic and assessment methods, to monitor the iterative process of IL skills development, are also presented within these frameworks. Explores practical applications of two major IL models Explores strategies to integrate IL provision in a multi-disciplinary environment Illustrates the developments of independent learning skills through examples taken from different levels of provision at course level and from different levels of competences at user level