Information Literacy
Recognising the Need
Published on 31. May 2006
Book
Paperback/Softback
64 pages
978-1-84334-243-4 (ISBN)
Description
This set of conference proceedings derives from the Information Literacy: Recognising the Need conference at Staffordshire University, 17 May 2006. The papers in this book discuss key themes in information literacy and have been written by several renowned experts in the field. Information literacy is not just about finding information: it is a true catalyst for educational change. It enables independent lifelong learning. These papers consider the position of information literacy in the higher education arena, how students bewitched by easy internet searching can be engaged in the learning process and how information professionals and academic colleagues might move in partnership towards the information literate university.
More details
Language
English
Place of publication
Witney
United Kingdom
Publishing group
Woodhead Publishing Ltd
Target group
Professional and scholarly
Weight
280 gr
ISBN-13
978-1-84334-243-4 (9781843342434)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
E-Book
05/2006
Chandos Publishing
€26.95
Available for download
Persons
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.
Content
Background to the conference
Information literacy: recognising the need
Their themes include
Information literacy: recognising the need - an introduction
Context
What is Information Literacy?
Why is Information Literacy important now?
The higher education context: e-learning, PDP and the quality agenda
Information literacy: reviewing our position
Information Literacy: the new "pedagogy of the question??
Abstract
Introduction
Empowering the learner through the pedagogy of the question
Information literacy, a profound educational issue
From institutions for teaching to institutions of learning?
Developing a Community of Practice: The Newcastle Information Literacy Project
Introduction
Methodology
Pick and Mix approach
Development through process - the Information Literacy Forum
Pedagogical infrastructure
Institutional embedding
Conclusion
Providing for the next generation: adopting interactive whiteboards in information literacy training
Keeping up with the Google generation: the challenge for Information Literacy teachers
Abstract
Introduction
The Net Generation students
Google and Google Scholar
Metasearch
How does this affect Information Literacy?
Effects on teaching of Information Literacy
Conclusion
Information overload and the re-invention of brutality: a systemic view of information literacy
Abstract
Working towards the Information Literate University
Introduction
What do we mean by the Information Literate University?
Academics and the ILU
Librarians and the ILU
Towards the ILU
Appendix 1
Reflections on the 'Information Literacy: recognising the need' conference at Staffordshire University, 17th May 2006
Acknowledgment
Information literacy: recognising the need
Their themes include
Information literacy: recognising the need - an introduction
Context
What is Information Literacy?
Why is Information Literacy important now?
The higher education context: e-learning, PDP and the quality agenda
Information literacy: reviewing our position
Information Literacy: the new "pedagogy of the question??
Abstract
Introduction
Empowering the learner through the pedagogy of the question
Information literacy, a profound educational issue
From institutions for teaching to institutions of learning?
Developing a Community of Practice: The Newcastle Information Literacy Project
Introduction
Methodology
Pick and Mix approach
Development through process - the Information Literacy Forum
Pedagogical infrastructure
Institutional embedding
Conclusion
Providing for the next generation: adopting interactive whiteboards in information literacy training
Keeping up with the Google generation: the challenge for Information Literacy teachers
Abstract
Introduction
The Net Generation students
Google and Google Scholar
Metasearch
How does this affect Information Literacy?
Effects on teaching of Information Literacy
Conclusion
Information overload and the re-invention of brutality: a systemic view of information literacy
Abstract
Working towards the Information Literate University
Introduction
What do we mean by the Information Literate University?
Academics and the ILU
Librarians and the ILU
Towards the ILU
Appendix 1
Reflections on the 'Information Literacy: recognising the need' conference at Staffordshire University, 17th May 2006
Acknowledgment