{"product_id":"information-literacy-infiltrating-the-agenda-challenging-minds-paperback-9781843346104","title":"Information Literacy; Infiltrating the Agenda, Challenging Minds (Paperback \/ softback) 9781843346104","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eInformation Literacy\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eInfiltrating the Agenda, Challenging Minds\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eGeoff Walton (Author), Alison Pope (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781843346104, Elsevier Science\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 24 June 2011\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e322 pages\u003cbr\u003e23.3 x 15.6 x 2.1 cm, 0.56 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\"This book contains a lot of fuel for information literacy practitioners in any 21st-century library, and the call to action is relevant across cash-strapped nations.\" \u003cb\u003e--College and Research Libraries\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"The breadth of coverage should mean this volume will have articles of interest to information literacy teachers and practitioners irrespective of their library sector.\" \u003cb\u003e--Journal of Information Literacy\u003c\/b\u003e\u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eFocusing on important information literacy debates, this new book with contributions from many of the main experts in the field highlights important ideas and practical considerations. Information Literacy takes the reader on a journey across the contemporary information landscape, guided by academics and practitioners who are experts in navigating this ever-changing terrain.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eList of figures and tables\u003c\/p\u003e \u003cp\u003eAcknowledgments\u003c\/p\u003e \u003cp\u003eAbout the authors\u003c\/p\u003e \u003cp\u003eChapter 1: Introduction\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eBut who were the community of practice?\u003c\/p\u003e \u003cp\u003eChange of key: change of outlook\u003c\/p\u003e \u003cp\u003eOur call to arms …\u003c\/p\u003e \u003cp\u003ePart 1: Collaboration, Curriculum and Courses\u003c\/p\u003e \u003cp\u003eChapter 2: Information literate pedagogy: developing a levels framework for the Open University\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eBackground\u003c\/p\u003e \u003cp\u003ePrevious work\u003c\/p\u003e \u003cp\u003eThe rationale for the IL Levels Framework\u003c\/p\u003e \u003cp\u003eDevelopment of the IL Levels Framework\u003c\/p\u003e \u003cp\u003ePutting it into practice\u003c\/p\u003e \u003cp\u003eWhat support might people need to use it?\u003c\/p\u003e \u003cp\u003eHow we will test it: case studies\u003c\/p\u003e \u003cp\u003ePossible issues\u003c\/p\u003e \u003cp\u003eFuture developments\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eChapter 3: Information literacy in the workplace and the employability agenda\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eA background of issues\u003c\/p\u003e \u003cp\u003eInformation literacy in the workplace and employability defined?\u003c\/p\u003e \u003cp\u003eInformation literacy and the skills agenda\u003c\/p\u003e \u003cp\u003eOrganisations and information\u003c\/p\u003e \u003cp\u003eInside the organisation\u003c\/p\u003e \u003cp\u003eInformation needs and sources used\u003c\/p\u003e \u003cp\u003eTraining issues\u003c\/p\u003e \u003cp\u003eExamples of good practice\u003c\/p\u003e \u003cp\u003eChapter 4: Information literacy in the context of contemporary teaching methods in higher education\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eEnquiry based learning and the IL perspective\u003c\/p\u003e \u003cp\u003eDialectic facilitation approaches: an alternative approach to IL development\u003c\/p\u003e \u003cp\u003eA new dimension …\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003ePart 2: Development, Dialogue and Design\u003c\/p\u003e \u003cp\u003eChapter 5: ‘Enquiring Minds’ and the role of information literacy in the design, management and assessment of student research tasks\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eThe Enquiring Minds (EM) project\u003c\/p\u003e \u003cp\u003eIL, the teaching-research nexus and EBL\u003c\/p\u003e \u003cp\u003eExternal standards: QAA\u003c\/p\u003e \u003cp\u003eThe EM People, Diversity \u0026amp; Work pilot\u003c\/p\u003e \u003cp\u003eBringing IL into the Law curriculum\u003c\/p\u003e \u003cp\u003eFrom theory into practice: implementation\u003c\/p\u003e \u003cp\u003eIL competences and ‘standards’\u003c\/p\u003e \u003cp\u003eIL and the limitations of ‘learning outcomes’\u003c\/p\u003e \u003cp\u003e‘Competency standards’ in Law skills assessment\u003c\/p\u003e \u003cp\u003ePresentation, reward and ‘communication’ aspects\u003c\/p\u003e \u003cp\u003eCompetency standards for ‘communication’ and the ‘ethical’ dimension\u003c\/p\u003e \u003cp\u003eThe ‘ethical’ dimension in ‘communication’\u003c\/p\u003e \u003cp\u003eConclusions\u003c\/p\u003e \u003cp\u003eChapter 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\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eLiterature review\u003c\/p\u003e \u003cp\u003eDesign of RLOs for information skills\u003c\/p\u003e \u003cp\u003eSharing your content\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eAppendix Reuse logbook\u003c\/p\u003e \u003cp\u003eChapter 7: Spielberg your way to information literacy: producing educational movies and videos\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eUsing videos\u003c\/p\u003e \u003cp\u003ePre-production\u003c\/p\u003e \u003cp\u003ePlanning\u003c\/p\u003e \u003cp\u003eScripting\u003c\/p\u003e \u003cp\u003eFilming\u003c\/p\u003e \u003cp\u003eEditing\u003c\/p\u003e \u003cp\u003eReviewing and evaluating\u003c\/p\u003e \u003cp\u003eNext steps\u003c\/p\u003e \u003cp\u003eFinal thoughts\u003c\/p\u003e \u003cp\u003eGlossary\u003c\/p\u003e \u003cp\u003ePart 3: Obesity, Overload and Opportunity\u003c\/p\u003e \u003cp\u003eChapter 8: Information literacy and noöpolitics\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eInformation abundance and information obesity\u003c\/p\u003e \u003cp\u003eFrom geopolitics to noöpolitics\u003c\/p\u003e \u003cp\u003eCompeting forms of value\u003c\/p\u003e \u003cp\u003eA politically aware information literacy education?\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eChapter 9: Contemporary technologies’ influence on learning as a social practice\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eContemporary technology\u003c\/p\u003e \u003cp\u003eWhat makes the Internet such a radical and disruptive technology for education?\u003c\/p\u003e \u003cp\u003eSocial learning is nothing new\u003c\/p\u003e \u003cp\u003eThe Internet as the modern wireless ‘Penny University’\u003c\/p\u003e \u003cp\u003eKnowing stuff: what we now do with information\u003c\/p\u003e \u003cp\u003eThe cult of the amateur and the rise of the informal learner and expert\u003c\/p\u003e \u003cp\u003ePedagogy 2.0? Opportunities and threats of contemporary social learning\u003c\/p\u003e \u003cp\u003eInformation literacy\u003c\/p\u003e \u003cp\u003eConclusions\u003c\/p\u003e \u003cp\u003eChapter 10: Understanding the information literacy competencies of UK Higher Education students\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eBackground and context\u003c\/p\u003e \u003cp\u003eInformation literacy Testing at MMU – context\u003c\/p\u003e \u003cp\u003eResearch methods\u003c\/p\u003e \u003cp\u003eResults\u003c\/p\u003e \u003cp\u003eConclusions and recommendations\u003c\/p\u003e \u003cp\u003eAppendix\u003c\/p\u003e \u003cp\u003eIndex\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Information theory [\u003ca title=\"See our other books on Information theory\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Information%20theory%20%5BGPF%5D%22\"\u003eGPF\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Chandos Publishing","offers":[{"title":"Default Title","offer_id":46651749597464,"sku":"9781843346104","price":56.89,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9781843346104_7c196713-1849-4e6b-8dcc-c2ec495c7ecc.jpg?v=1696713239","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/information-literacy-infiltrating-the-agenda-challenging-minds-paperback-9781843346104","provider":"Freshly Printed Books","version":"1.0","type":"link"}