Strand One: Transition from school to higher education - Sarah
Pavey
Strand Two: Becoming an independent learner - Geoff Walton and
Jamie Cleland
Strand Three: Developing academic Literacies - Moira Bent
Strand Four: Mapping and evaluating the information landscape -
Clare McCluskey
Strand Five: Resource discovery in your discipline - Isla Kuhn
Strand Six: Managing information - Elizabeth Tilley
Strand Seven: The ethical dimension of information - Lyn Parker
Strand Eight: Presenting and communicating knowledge - Andy
Priestner
Strand Nine: Synthesizing information and creating new knowledge -
Emma Coonan
Strand Ten: The social dimension of information - Helen Webster
Afterword: ‘Ownership is a flawed concept’ - Katy Wrathall
Conclusion Appendix 1: A New Curriculum for Information Literacy
(ANCIL): the curriculum Appendix 2: ANCIL Lesson Plan Appendix 3:
ANCIL Institutional Audit: worksheet Appendix 4: ANCIL
Institutional Audit: interview questions
Jane Secker (B.A., Ph.D., PGCertHE, FHEA) is Copyright
and Digital and Literacy Advisor at LSE, where she has
responsibility for the digital literacy programme for staff and PhD
students. She also advises staff about copyright issues
particularly related to their use of digital resources and
e-learning. She has published widely and led several externally
funded projects, most recently being project manager for the DELILA
(Developing Educators Learning and Information Literacies for
Accreditation) funded by JISC and the Higher Education Academy to
release digital and information literacy materials and open
educational resources.
Emma Coonan (M.St., Ph.D., M.Sc.) is Research Skills and
Development Librarian at Cambridge University Library, where she
has responsibility for designing and teaching classes on various
facets of information finding, handling and management. She blogs
as the Mongoose Librarian and Tweets as LibGoddess.
"As information becomes ubiquitous and easy to access, so we – as a
society – become less discerning and critically engaged with its
content. This is perhaps the central paradox of the Information
Age. The stakes are higher and the repercussions broader than the
UK higher education context that this excellent book focuses on:
the totality of our society, including its democratic principles
and enlightenment ideals, is at risk when we cease to engage
critically with this overflow of information. Editors Secker and
Coonan issue a rallying cry to address this state of affairs, a
call that is issued primarily to their fellow academic librarians.
However, the stated hope is that the importance of information
literacy (IL) will penetrate through the walls of the library to
the lecturers, administrators and education policy makers beyond
who perhaps hold more sway and are better positioned to effect
change."
*Journal of Information Literacy*
"…a useful and relevant update. It provides good discussions of the
current state of IL, and strong arguments for strengthening of the
role of librarians and the increased participation of other
professionals. Its theoretical component is supported by case
studies and detailed practical advice. This is recommended for
those interested in information literacy and developments in this
field."
*Australian Library Journal*
"After reading the book, I felt I had a toolkit of really practical
ideas that I could adapt to my own instructional context and start
implementing straight away. The structure of the book also
facilitates both detailed reading and quick reference. For
instance, you can quickly dip into a relevant chapter for a
refresher and some inspiration before delivering a session based
around one of the strands. Perhaps one of the most valuable
messages in the book however, is the need for information literacy
instruction to be truly inter-professional, to the extent that the
editors actively recommend passing on the book to teachers,
lecturers and policy-makers. Librarians must recognise that they
are not the “owners” of information literacy, and instead present
it as a shared endeavour of direct relevance to the strategic
objectives of the organization. Without such integration it is
likely that the efficacy of our information literacy efforts as
librarians will remain limited at best. This is just one reason of
many why this book is an essential purchase for anyone involved in
supporting learning and information skills."
*Libfocus*
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