Chapter
But who were the community of practice?
But who were the community of practice?
Change of key: change of outlook
Change of key: change of outlook
Part 1 Collaboration, curriculum and courses
Part 1 Collaboration, curriculum and courses
2 Information literate pedagogy: developing a levels framework for the Open University
2 Information literate pedagogy: developing a levels framework for the Open University
The rationale for the IL Levels Framework
The rationale for the IL Levels Framework
Development of the IL Levels Framework
Development of the IL Levels Framework
What support might people need to use it?
What support might people need to use it?
How we will test it: case studies
How we will test it: case studies
3 Information literacy in the workplace and the employability agenda
3 Information literacy in the workplace and the employability agenda
Information literacy in the workplace and employability defined?
Information literacy in the workplace and employability defined?
Information literacy and the skills agenda
Information literacy and the skills agenda
Organisations and information
Organisations and information
Information needs and sources used
Information needs and sources used
Examples of good practice
Examples of good practice
4 Information literacy in the context of contemporary teaching methods in higher education
4 Information literacy in the context of contemporary teaching methods in higher education
Enquiry based learning and the IL perspective
Enquiry based learning and the IL perspective
Dialectic facilitation approaches: an alternative approach to IL development
Dialectic facilitation approaches: an alternative approach to IL development
Part 2 Development, dialogue and design
Part 2 Development, dialogue and design
5 ‘Enquiring Minds’ and the role of information literacy in the design, management and assessment of student research tasks
5 ‘Enquiring Minds’ and the role of information literacy in the design, management and assessment of student research tasks
The Enquiring Minds (EM) project
The Enquiring Minds (EM) project
IL, the teaching-research nexus and EBL
IL, the teaching-research nexus and EBL
The EM People, Diversity &
Work pilot
The EM People, Diversity &
Work pilot
Bringing IL into the Law curriculum
Bringing IL into the Law curriculum
From theory into practice: implementation
From theory into practice: implementation
IL competences and ‘standards’
IL competences and ‘standards’
IL and the limitations of ‘learning outcomes’
IL and the limitations of ‘learning outcomes’
‘Competency standards’ in Law skills assessment
‘Competency standards’ in Law skills assessment
Presentation, reward and ‘communication’ aspects
Presentation, reward and ‘communication’ aspects
Competency standards for ‘communication’ and the ‘ethical’ dimension
Competency standards for ‘communication’ and the ‘ethical’ dimension
The role of IL in level 3 assessed dissertation and ‘project’ work
The role of IL in level 3 assessed dissertation and ‘project’ work
6 Are we sharing our toys in the sandpit? Issues surrounding the design, creation, reuse and re-purposing of learning objects to s
6 Are we sharing our toys in the sandpit? Issues surrounding the design, creation, reuse and re-purposing of learning objects to s
Design of RLOs for information skills
Design of RLOs for information skills
7 Spielberg your way to information literacy: producing educational movies and videos
7 Spielberg your way to information literacy: producing educational movies and videos
Suggested further reading
Suggested further reading
Part 3 Obesity, overload and opportunity
Part 3 Obesity, overload and opportunity
8 Information literacy and noöpolitics
8 Information literacy and noöpolitics
Information abundance and information obesity
Information abundance and information obesity
From geopolitics to noöpolitics
From geopolitics to noöpolitics
A politically aware information literacy education?
A politically aware information literacy education?
9 Contemporary technologies’ influence on learning as a social practice
9 Contemporary technologies’ influence on learning as a social practice
What makes the Internet such a radical and disruptive technology for education?
What makes the Internet such a radical and disruptive technology for education?
Social learning is nothing new
Social learning is nothing new
The Internet as the modern wireless ‘Penny University’
The Internet as the modern wireless ‘Penny University’
Knowing stuff: what we now do with information
Knowing stuff: what we now do with information
The cult of the amateur and the rise of the informal learner and expert
The cult of the amateur and the rise of the informal learner and expert
Pedagogy 2.0? Opportunities and threats of contemporary social learning
Pedagogy 2.0? Opportunities and threats of contemporary social learning
10 Understanding the information literacy competencies of UK Higher Education students
10 Understanding the information literacy competencies of UK Higher Education students
Information literacy Testing at MMU – context
Information literacy Testing at MMU – context
Conclusions and recommendations
Conclusions and recommendations
2006–7: Information Literacy: Collaboration, Curriculum and Courses
2006–7: Information Literacy: Collaboration, Curriculum and Courses
2007–8: Information literacy: Space, Strategy and Support
2007–8: Information literacy: Space, Strategy and Support
2008–9 – Information literacy: Development, Dialogue and Design
2008–9 – Information literacy: Development, Dialogue and Design
2009–10: Information literacy: Obesity, Overload and Opportunity
2009–10: Information literacy: Obesity, Overload and Opportunity
Information Literacy
：Infiltrating the Agenda, Challenging Minds
( Chandos Information Professional Series )
Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.
