24 research outputs found

    Developing independent learning skills via the web

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    This poster presentation examines the impact of the web-based resources produced to develop information literacy and research skills required to complete the dissertation module for a BSc in Information Management. This module was selected because of its emphasis on independent learning, and web resources were designed to provide a support framework that would enable students to operate as effective independent learners. Preliminary findings have shown that students at the advanced level of the degree are not equipped with independent learning skills and are particularly poor at the types of competences promoted by the Society of College, National and University Libraries (SCONUL)’s Information Skills model. We will assess the effectiveness of the web-based resources to develop these skills by examining student and peer-based feedback

    Ways of experiencing information literacy : perception and practice amongst information management postgraduate students

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    EThOS - Electronic Theses Online ServiceGBUnited Kingdo

    Developing independent learning skills via the web

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    This poster presentation examines the impact of the web-based resources produced to develop information literacy and research skills required to complete the dissertation module for a BSc in Information Management. This module was selected because of its emphasis on independent learning, and web resources were designed to provide a support framework that would enable students to operate as effective independent learners. Preliminary findings have shown that students at the advanced level of the degree are not equipped with independent learning skills and are particularly poor at the types of competences promoted by the Society of College, National and University Libraries (SCONUL)’s Information Skills model. We will assess the effectiveness of the web-based resources to develop these skills by examining student and peer-based feedback

    Information literacy education in the UK: reflections on perspectives and practical approaches of curricular integration

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    This paper has two main aims, to present the current position of information literacy education in UK-based academic institutions and to propose a strategy that ensures the integration of this phenomenon in learning and teaching institutional practices. The first part of the paper offers an insight into the perceptions of information literacy by exploring four distinct perspectives, including the institutional angle and the views associated with faculty staff, library staff and students. What transpires from the findings is that information literacy from an institutional perspective is dominated by the need to measure information skills within the context of information as a discipline in its own right. Another issue that is raised by the data points to a great deal of misinformation regarding information literacy, and that, as a result, a clear marketing strategy must be adopted by information professionals to address the misconceptions held by faculty staff and students alike. We aim to address these points by drawing on recent scholarship and research in the field which demonstrates the validity of information literacy as a process for fostering independent learning. The second part of the paper explains how a Fellowship project has placed information literacy on the pedagogical agenda of the University of Staffordshire in the UK by promoting information literacy education as an integrated element of the curriculum

    The Journal of Information Literacy: taking stock and looking ahead.

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    Learner-centred information literacy initiatives in Higher Education

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    Welcome to the first issue of JIL 2010 (Vol.4) which continues the information literacy (IL) debate presented in the 2009 volume of this journal. As we have seen, the collection of articles in the first issue of Volume 3 bridges the gap between theoretical and practical constructs of information literacy, thereby establishing a valid premise for the investigation of this phenomenon, and the primary purpose of JIL. On the other hand, the collection published in the second issue of Volume 3, describes the ‘multifaceted nature’ of information literacy, thereby acknowledging that the scope of this investigation is necessarily a wide-ranging one. The current issue, as the title of this editorial indicates, examines learner-centred information literacy initiatives within the HE context. The first three papers are concerned with information literacy education (ILE) associated with the development of problem-solving and research competences within specific discipline-based contexts, while the remaining two papers, from LILAC, reflect innovative ways of providing timely support to the learners by employing mobile and video technologies

    Bridging the gap between theory, research and practice of information literacy.

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    Welcome to the Summer issue of JIL 2009. This is a rather special issue for a number of reasons. First, the journal’s structure has been revised to reflect the multifaceted nature of information literacy and enable the examination of the diverse perspectives of this phenomenon. Secondly, for the first time JIL is hosting a collection of articles that is entirely drawn from the papers presented at the LILAC conference, held at Cardiff University from 30th March to 1st April 2009. And thirdly, on a more personal note, this issue of JIL witnesses my debut as its editor

    Information Literacy : developing the reflective practitioner

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    The central theme of this paper is the implementation of Information Literacy provision for a Chartered Institute of Library and Information Professionals (CILIP) accredited M.A. programme. As the term “Information Literacy” covers a number of definitions and information practices the paper relates to several of the conference’s key topics. For example, the predominant reliance on electronic provision addresses the issues of supporting e-learning and evaluating the effectiveness of Information and Communication Technologies. In addition, the efforts made to ensure that the MA addresses the information practitioners’ Continuing Professional Development needs relates to the implementation of life-long learning by applying the heuristic strategy promoted by the IL approach. In line with the literature and the recommendations of information professional bodies such as Society of College National and University Libraries (SCONUL) and the American Library Association (ALA), Information Literacy is seen as the foundation of independent learning needed to support academic and professional development practices. IL integration at postgraduate level is illustrated through the delivery of the Applied Information Research module and the use of the knowledge-spiral approach to encourage students to engage fully with the processes of independent learning and reflective practices
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