Information Literacy: Practitioner's Guide, A

Description:
Summary: The book presents information literacy as the foundation of independent and lifelong learning and stresses the role of the educational practitioner as a facilitator of this new pedagogical paradigm. In the first part of the book the examination of the national learning agendas devised in the USA, Australia and UK reveals that integration of information literacy is most effective when this is associated with lifelong learning policies and supported by the active promotion of information literacy as a framework for learning within the educational sector. Practical examples of provision are shown by two case studies. Key Features: 1. Explores the main features of three major information literacy models: the Australian and New Zealand Information Literacy Framework. Principles, standards and practice devised by the Australian and New Zealand Institute for Information Literacy (ANZIIL); the Information Literacy Competency Standards for Higher Education developed by the Association of College and Research Libraries (ACRL); and the Information skills in higher education: a SCONUL position paper produced by the Society of College, National and University Libraries (SCONUL). 2.Explores the strategies used to integrate information literacy provision while addressing the requirements of a multi-disciplinary HE environment. 3. Illustrates the development of independent and lifelong learning skills through practice taken from different levels of provision and addressing different levels of learners' competences. The Author: The author is based at London Metropolitan University. Readership: Information professionals who deliver user training or information literacy education and academics. Contents: Introduction. From library instruction to information literacy. Comparison of the information literacy frameworks. Information literacy. Case study one: information literacy for social sciences. Case study two: Applied Information Research. Conclusion.

Table of Contents:
From user education to IL - national and international perspectives: technological advancements and access to information; changes in higher education institutions: the student-centred learning approach; information practitioner as facilitator ('Sage on the stage vs. Guide on the side'). IL models: SCONUL's Seven Pillars of Information Skills principles of progressions and iteration; ALA/ALRC: information competency standards for higher education (principle of self-directed learning); comparative analysis of the two models. Practical applications of IL: provision through the level of competence: the plug & play approach (assessing IL skills); provision through integration by subject: the research skills approach; IL and pedagogy (student-centred learning; transferability of skills). Challenges: IL and the 'what do I do now?' syndrome; design and resource implications of IL provision.