Information Literacy

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