- Diversity of content from authors with national and international reputations- Shows professionals how to operate at a strategic level to engender institutional change and have a direct practical application for their teaching and learning practice- Many of the chapters are based on empirical research ensuring innovative approaches to information literacy
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List of figures and tables
About the authors
Chapter 1: Introduction
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
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
Chapter 3: Information literacy in the workplace and the employability agenda
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
Examples of good practice
Chapter 4: Information literacy in the context of contemporary teaching methods in higher education
Enquiry based learning and the IL perspective
Dialectic facilitation approaches: an alternative approach to IL development
A new dimension .
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
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'
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
Design of RLOs for information skills
Sharing your content
Appendix Reuse logbook
Chapter 7: Spielberg your way to information literacy: producing educational movies and videos
Reviewing and evaluating
Part 3: Obesity, Overload and Opportunity
Chapter 8: Information literacy and noöpolitics
Information abundance and information obesity
From geopolitics to noöpolitics
Competing forms of value
A politically aware information literacy education?
Chapter 9: Contemporary technologies' influence on learning as a social practice
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
Chapter 10: Understanding the information literacy competencies of UK Higher Education students
Background and context
Information literacy Testing at MMU
Conclusions and recommendations
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.