A
academic libraries and librarianship,
35–65
A Library Advocate’s Guide to Building Information Literate Communities,
116
Building Information Literate Communities,
116
definition of information literacy,
41
Alexandria Proclamation on Information Literacy and Lifelong Learning,
61–2,
111–14,
127,
129–31
Standard on Information Literacy for all Australians,
114
American Library Association
See ALA
aspirational discourse,
146
aspirational information literacy,
127–9
Association of College and Research Libraries
See ACRL
Australian and New Zealand Institute of Information Literacy
See ANZIIL
Australian Library and Information Association
See ALIA
autonomous view of literacy,
13
B
baking industry study,
80–1
barriers to information,
141,
172
Bateson, G., definition of information, ,
11
behaviourist vs. constructivist approach,
36
engagement with information landscape,
89–90
boundedness, in education sector,
142
business executives,
82–3
C
Canadian information policy,
121–2
Case, D., definition of information,
11
characterization of information literacy,
64–5
Chartered Institute of Library and Information Professionals
See CILIP
skills and competencies,
84
cognitive perspective on literacy,
13
collective information,
164
communicating information literacy concept,
86
communication skills,
146
communities of practice,
21
sources of information,
10
community, and information literacy,
44,
146–7
for information literature, ,
151–77
constructing knowledge
see knowledge construction
constructionism / constructionist approach, ,
23–4,
26,
89,
148
of corporeal modality,
164–5
of social modalities,
164
Cornelius, I., definition of information,
12
corporate decision-making,
82–3
corporeal modality,
164–7
cost of low information literacy in the workplace,
83
Council of Australian University Librarians,
57
creation of new knowledge,
114
critical literacy approach,
14
E
economic development,
114
Economist Intelligence Unit,
82–3
education for librarianship,
50–2,
176
information literacy in,
142–3
skills-based approach,
103–4
educational perspective vs. workplace practice,
101
embodied knowledge,
95,
166
employers’ expectations,
100
empowering practice, information literacy as,
146
epistemological approach,
154
evaluating information,
142
experiential information,
163
F
Finland, information literacy programmes,
115
formal training, and the workplace,
91–2
I
information experience,
73
informal learning in the workplace,
76,
93
transformation to knowledge,
12
information activities,
171–3
information and communication technology skills,
73,
132–3,
146
information behaviour research,
24
information landscapes,
2–3
and communities of practice,
21
and knowledge management,
85
and lifelong learning, ,
39
as catalyst to learning, ,
15,
25,
29,
36
as context-dependent practice,
29
as empowering practice,
146
as part of human activity,
as pedagogical practice,
46
as separate discipline,
45
as socio-cultural practice,
1–2,
9–14,
24–6,
29,
76,
88–90,
144,
175,
177,
182–3
as transferable skill,
39
definitions in higher education,
41
embedding in subject curricula,
47–8
guidelines for public libraries,
118–19
in higher education,
17,
26,
36
in political agendas,
115
skills-based approach, ,
26,
36,
45,
47–8,
72,
75–81,
137,
143,
145,
162
training skills for librarians,
133
information need, recognition of,
88,
147
in community of practice,
22–3
information skills, demand for,
informationskompetence,
119
institutional information modalities,
91–2,
94
institutionally sanctioned information,
161
instructional practices in public libraries,
121
Internet training in public libraries,
122
Internet use in public libraries,
122
L
and conceptual architectures,
152–3
and information literacy roles,
51,
133
and workplace information literacy,
80
communicating information literacy,
86
relationship with teaching faculty,
45,
48,
51–3
library access to online information,
45
Library and Information Association of New Zealand Aotearoa
See LIANZA
library associations, advocacy role,
115–17
as social practice,
13–14
as transferable competency,
13
longitudinal study, Canada,
45
N
National Information Literacy Framework, Scotland,
83
national information policies,
126–7
New Zealand public library programmes,
124–6
non-academic staff needs,
87
non-verbal information,
165
Nordic public libraries,
115
and community of practice,
173
and workplace learning,
91–2
P
pedagogical expertise of librarians,
45–6,
52–3
pedagogical practice, information literacy as,
46
personal dimension of social information,
163–4
political agendas, information literacy in,
115
power company workers,
95–6
power within discourse,
159–60
as the property of groups,
17
practice architectures,
153
practice perspective for information literacy,
153–5
professional education,
74
professional identity,
95
and teaching skills,
146–7
and information literacy advocacy,
111–33
and information skill development,
118
instructional practices,
121
responsibility for information literacy,
118
public use of Internet,
122
S
school curriculum, and public libraries,
120–1,
125–6
schools, collaboration with public libraries,
123,
125–6
sensory information,
93,
165
skills-based approach to information literacy, ,
26,
36,
45,
47–8,
72,
75–81,
137,
143,
145,
162
social dimensions of information literacy,
88
Society of College, National and University Libraries
See SCONUL
socio-cultural perspective,
104,
154
information literacy as,
1–2,
9–14,
24–6,
29,
76,
88–90,
144,
175,
177,
182–3
Standardized Assessment of Information Literacy Skills
See SAILS
standards and guidelines in the workplace,
101
strategic value of information literacy,
83
strategy documents in higher education sector,
62
strategy for information literacy,
62–3
student assessment,
48–50
students and information use,
54–5
T
TAFE educators, and information literacy,
78
TAFE information literacy programmes,
81
teaching role, and public libraries,
121,
123–4
and librarianship education,
121,
123
of public librarians,
146–7
technicist perspective on literacy,
13
tertiary education sector,
137
theorizing information literacy,
181
transfer of learning,
72–3
U
UNESCO Information for All Programme
See IFAP
United Kingdom, strategy in higher education,
62–3
university curriculum, information literacy in,
61
University of Melbourne Library,
52