Rethinking Information Literacy: A Practical Framework for Supporting Learning

doi:10.29085/9781856049528

A vision for the future of information literacy teaching Based on groundbreaking research, undertaken by the authors as part of the prestigious Arcadia Programme at Cambridge University, this presents a new and dynamic information literacy curriculum developed for the 21st century information professional. The curriculum adopts a broad definition of information literacy that encompasses social as well as academic environments and situates IL as a fundamental attribute of the discerning scholar and the informed citizen. It seeks to address in a modular, flexible and holistic way the developing information needs of students entering higher education over the next five years. Interweaving the authors' research and the reflections of internationally-recognised experts from the library, education and information literacy sectors, it will illustrate how and why this new curriculum will work in practice.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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Acknowledgements
pp vii-viii
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Contributor profiles
pp ix-xiv
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Introduction
pp xv-xxx
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Strand One - Transition from school to higher education
pp 1-12
- By Sarah Pavey, Sarah Pavey is Senior Librarian at Box Hill School, and holds a degree in Biochemistry and a Masters in Information Science.
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Strand Two - Becoming an independent learner
pp 13-26
- By Geoff Walton, Dr Geoff Walton is a Senior Researcher and Academic Skills Tutor: Librarian at Staffordshire University., Jamie Cleland, Dr Jamie Cleland joined Staffordshire University in September 2005 and is Senior Lecturer in Sport Sociology.
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Strand Three - Developing academic literacies
pp 27-40
- By Moira Bent, Moira Bent is Faculty Liaison Librarian at Newcastle University, and a National Teaching Fellow.
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Strand Four - Mapping and evaluating the information landscape
pp 41-54
- By Clare McCluskey, Clare McCluskey has worked in academic libraries since 2001 and in an academic librarian role since 2008, focusing on enquiry services prior to this.
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Strand Five - Resource discovery in your discipline
pp 55-66
- By Isla Kuhn, Never having imagined working in the health and medical library world, Isla Kuhn surprised herself when she got a job in the Cairns Library, University of Oxford's medical library based at the John Radcliffe Hospital.
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Strand Six - Managing information
pp 67-78
- By Elizabeth Tilley, Elizabeth Tilley has worked in small, specialist academic libraries since 1997; her previous career as a trained teacher has helped to inform much of her work in libraries.
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Strand Seven - The ethical dimension of information
pp 79-94
- By Lyn Parker, Lyn Parker is Head of Learning and Teaching Enhancement and Copyright Compliance Officer at the University of Sheffield Library.
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Strand Eight - Presenting and communicating knowledge
pp 95-106
- By Andy Priestner, Andy Priestner is Information and Library Services Manager at Cambridge University's Judge Business School, where he has made radical changes to resource provision and service levels.
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Strand Nine - Synthesizing information and creating new knowledge
pp 107-118
- By Emma Coonan, Dr Emma Coonan directs and teaches on Cambridge University's Research Skills Programme (www.lib.cam.ac.uk/courses), which supports the information skills and academic development of students and researchers across the university.
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Strand Ten - The social dimension of information
pp 119-130
- By Helen Webster, Dr Helen Webster researched and lectured in Modern Languages, with a DPhil and teaching profile in Medieval German Literature, until 2005.
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Afterword: ‘Ownership is a flawed concept’
pp 131-140
- By Katy Wrathall, Katy Wrathall worked in IT for 15 years before undertaking the BA in Library and Information Management at Manchester Metropolitan University (MMU), where she attained First Class Honours and two Dun & Bradstreet Awards.
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Conclusion
pp 141-146
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Appendix 1 - A New Curriculum for Information Literacy (ANCIL): the curriculum
pp 147-156
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Appendix 2 - ANCIL Lesson Plan
pp 157-158
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Appendix 3 - ANCIL Institutional Audit: worksheet
pp 159-160
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Appendix 4 - ANCIL Institutional Audit: interview questions
pp 161-164
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Index
pp 165-170
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Miscellaneous Endmatter
pp 171-172
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Miscellaneous Endmatter
pp 173-174
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Miscellaneous Endmatter
pp 175-176
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Miscellaneous Endmatter
pp 177-177
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Rethinking Information Literacy

A Practical Framework for Supporting Learning

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

Acknowledgements
pp vii-viii

Contributor profiles
pp ix-xiv

Introduction
pp xv-xxx

Strand One - Transition from school to higher education
pp 1-12

Strand Two - Becoming an independent learner
pp 13-26

Strand Three - Developing academic literacies
pp 27-40

Strand Four - Mapping and evaluating the information landscape
pp 41-54

Strand Five - Resource discovery in your discipline
pp 55-66

Strand Six - Managing information
pp 67-78

Strand Seven - The ethical dimension of information
pp 79-94

Strand Eight - Presenting and communicating knowledge
pp 95-106

Strand Nine - Synthesizing information and creating new knowledge
pp 107-118

Strand Ten - The social dimension of information
pp 119-130

Afterword: ‘Ownership is a flawed concept’
pp 131-140

Conclusion
pp 141-146

Appendix 1 - A New Curriculum for Information Literacy (ANCIL): the curriculum
pp 147-156

Appendix 2 - ANCIL Lesson Plan
pp 157-158

Appendix 3 - ANCIL Institutional Audit: worksheet
pp 159-160

Appendix 4 - ANCIL Institutional Audit: interview questions
pp 161-164

Index
pp 165-170

Miscellaneous Endmatter
pp 171-172

Miscellaneous Endmatter
pp 173-174

Miscellaneous Endmatter
pp 175-176

Miscellaneous Endmatter
pp 177-177

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Rethinking Information Literacy

A Practical Framework for Supporting Learning

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