A
ACRL IL Competency Standards for Higher Education,
101
Adobe Captivate RLOs,
126
advanced Internet training,
58
American Library Association (ALA),
100
Analyse, Design, Develop, Implement, Evaluate (ADDIE),
129
Association of College and Research Libraries (ACRL),
73,
81,
101,
125,
262
Australian and New Zealand Information Literacy Framework (ANZIL) 2nd edition,
72
C
Caerphilly Library Services,
60
California ICT Digital Literacy Leadership Council,
256
Centre for Excellence in Teaching and Learning (CETL),
127,
128,
260
Centre for Outcomes Based Education,
27–8
Chartered Institute of Library and Information Professionals (CILIP), ,
257,
258
CILIP Community Services Group (CSG),
259
‘Climate Gate’ scandal,
240
co-operative semiosis,
192
community of practice,
5–6
contemporary Higher Education facilitation methods
information literacy in,
71–83
contemporary ‘Modern Socratic Dialogue’,
80
dialectic facilitation approaches,
78–81
enquiry based learning and information literacy perspective,
75–8
contemporary social learning,
243–5
contemporary technologies
cult of the amateur and rise of informal learner and expert,
239–43
influence on learning as a social practice,
219–49
information literacy,
245–8
Internet as modern wireless ‘Penny University’,
231–7
Internet as radical and disruptive technology,
222–4
what we do with information,
238–9
Creating Public Value,
209
Creation, Openness, Reuse and Re-purpose, Evidence (CORRE),
139
Creatively Using Learning Technology,
131
Critical Legal Studies Journal,
97
CSG Information Literacy,
cyber service learning,
211
E
Electronic Resource Data Management (eRDM) system,
55,
58–9
information literacy,
45–65
employability training,
60
Empowerment, Work & Welfare,
95
competency standards for ‘communication’ and ‘ethical’ dimension,
106–9
‘competency standards’ in Law skills assessment,
102–5
‘ethical’ dimension in ‘communication’,
109–10
bringing into Law curriculum,
96–8
competences and ‘standards’,
100–1
‘learning outcomes’ limitations,
101–2
role in level 3 assessed dissertation and ‘project’ work,
110–13
teaching-research nexus and enquiry-based learning,
90–2
People, Diversity & Work,
95–6
presentation, reward and ‘communication’ aspects,
105–6
enquiry-based learning (EBL),
75–8,
89
information literacy and teaching-research nexus,
90–2
Environmental Resources Management,
56
I
ICT Digital Advisory Committee,
256
Immigration, Work & Homelessness: UK–Poland Comparisons (2008/9),
102–3
incidental learning,
237–8
Information Communication Technology (ICT),
52,
54,
72
background and context,
256–9
bringing into Law curriculum,
96–8
community of practice,
5–6
communication and ethical dimension,
106–9
Law skills assessment,
102–5
competencies of UK higher education students,
253–73
competing forms of value,
201–6
contemporary teaching methods in Higher Education,
71–83
development of levels framework for OU,
19–40
People, Diversity & Work pilot,
95–6
from geopolitics to noöpolitics,
193–200
information abundance and information obesity,
189–93
‘learning outcomes’ limitations,
101–2
extracting records and managing information,
272
refining the search strategy,
271–2
ACRL1 by year of study,
268
ACRL2 by year of study,
268
ACRL3 by year of study,
269
ACRL5 by year of study,
270
ACRL standard by year of study,
266
across ACRL objectives,
266–7
mean final scores for all students,
265
role in level 3 assessed dissertation and ‘project’ work,
110–13
role in student research quality,
87–113
‘ethical’ dimension in ‘communication’,
109–10
presentation, reward and ‘communication’ aspects,
105–6
teaching-research nexus and enquiry-based learning,
90–2
videos and educational movies production,
151–81
reviewing and evaluating,
177–8
workplace and employability agenda,
45–65
Information Literacy Competence Standards in Higher Education,
48,
257
Information Literacy Resource Bank (ILRB),
125
information literacy reusable learning objects
reusing/re-purposing others’ material,
139–40
sharing good practice,
140–1
pedagogy vs technology,
131
design and creation used to support information literacy teaching,
121–41
overview/literature review,
123–30
individual projects,
125–6
Web 2.0 and beyond,
127–8
Information Literacy Statement of Good Practice,
98
Information Literacy Unit,
24
information overload,
190
‘information skills’,
257,
258
information skills community of practice (ISCoP),
129
information technology (IT),
258
instrumental progressivism,
206–7
‘Integrating IL into the curriculum’,
27–8
Integrating Information Literacy into the Curriculum,
38
L
‘laddered frameworks’,
57
‘Learner Experience of e-Learning’,
232
Learning and Teaching Strategy,
25
Learning Design Initiative,
25
Learning in Law Annual Conference,
94
‘learning literacies’ approach,
39
Legal Information Management,
99
Librarians Information Literacy Annual Conference (LILAC), ,
122,
123,
141
Library Information Literacy,
31–2
Limerick Institute of Technology (LNSS),
128–9
M
Manchester Metropolitan University,
260–3
Microsoft Moviemaker,
180
‘Modern Socratic Dialogue’ (MSD),
78–81
typical of contemporary MSD,
80
Multimedia Educational Resource for Learning and Online Teaching (MERLOT),
130
multimedia learning object (MLO),
127–8
N
National Digital Learning Repository (NDLR),
129
National Information Literacy Awareness Month’,
97
competing forms of value,
201–6
from geopolitics to noöpolitics,
193–200
information abundance and information obesity,
189–93
O
‘Online Information Literacy Test’,
262
Open Educational Resources (OER),
130,
132
‘Open Knowledge Foundation’,
242
Information Literacy Levels Framework,
19–40
case study on testing,
35–7
future developments,
37–9
library’s information literacy levels framework,
20–2
‘organic intellectuals’,
209
S
Scottish Government’s Economic Strategy,
47
Seven Pillars of Information Literacy,
26
Skills, Getting On In Business, Getting On At Work,
52
Skills for Scotland; A Lifelong Skills Strategy,
51
‘Social Constructivism’,
225
Society of College, National and University Libraries, ,
125,
257–8
‘specific disciplines model’,
74
videos and educational movies production,
151–81
reviewing and evaluating,
177–8
Staffordshire University,
98–9,
110
Staffordshire University Information Literacy Community of Practice,
2–5
Storey-Huffman approach,
74
competency standards for communication and ethical dimension,
106–10
competency standards in Law skills assessment,
102–5
Enquiring Minds and information literacy,
87–113
Enquiring Minds project,
89–96
bringing into Law curriculum,
96–8
competencies and standards,
100–1
limitations of ‘learning outcomes’,
101–2
role in level 3 assessed dissertation and project work,
110–13
teaching-research nexus and EBL,
90–2
People, Diversity & Work pilot,
95–6
presentation, reward and communication aspects,
105–6
Study Methods and Information Literacy Exemplars (SMILE),
128
‘surface learning approach’,
73
U
UK Centre for Legal Education (UKCLE),
93
Undergraduate Levels Framework,
27
information literacy competencies of higher education students,
253–73
background and context,
256–9
information literacy testing at MMU,
260–3
US Information Industry Association,
48
V
outsourcing or Do-It-Yourself,
173
roles and responsibilities,
161–3
convincing managers,
158–9
pitching to management,
158
attention and length,
153–4
reviewing and evaluating,
177–8
screening review questionnaire,
178
extract: Librarians dress for success,
165
Virtual Learning Environment,
25