Index
ACRL IL Competency Standards for Higher Education, 101
ACRL standard 4, 264
ACRL standards, 255
Adams, D., 220–1
Adobe Captivate RLOs, 126
Adobe Premier, 180
advanced Internet training, 58
American Library Association (ALA), 100
Analyse, Design, Develop, Implement, Evaluate (ADDIE), 129
Australian and New Zealand Information Literacy Framework (ANZIL) 2nd edition, 72
Bent, M., 96
Berners-Lee, T., 247
Betty, P., 129
biopolitics, 193
Birmingham Re-Usable Material (BRUM), 126
Blended Learning Legal Practice Course, 93–4
Boolean operators, 58
‘Browne Report’, 6
Caerphilly Library Services, 60
California ICT Digital Literacy Leadership Council, 256
Callaghan, J., 248
cameras, 179
Centre for Outcomes Based Education, 27–8
Chang, H., 91
CILIP Community Services Group (CSG), 259
‘clickers’, 126
‘Climate Gate’ scandal, 240
Cloudworks, 35
co-operative semiosis, 192
coffeehouses, 226–30
cognitive biases, 203
colonisation, 193
communication, 109–10
community of practice, 5–6
information literacy in, 71–83
contemporary ‘Modern Socratic Dialogue’, 80
dialectic facilitation approaches, 78–81
enquiry based learning and information literacy perspective, 75–8
new dimension, 81–2
WebQuest task, 76
contemporary social learning, 243–5
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
collectives, 235–8
groups, 235
networks, 235
Internet as radical and disruptive technology, 222–4
Pedagogy 2.0, 243–5
social learning, 225–31
what we do with information, 238–9
Corel Video Studio, 179
counterknowledge, 202
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, 7
Cyber Cafes, 231
cyber service learning, 211
Daily Courant, 229
data smog, 190
Dearing Report, 24
‘deep approach’, 73
Dewald, N., 123
dialectic facilitation approaches, 78–81
‘Dialectic Teaching’, 78
Digital Britain, 52–3
‘Digital Natives’, 234
‘discovery frame’, 89
Edge Hill University, 39
editing, 174–7
definition, 51–2
information literacy, 45–65
employability skills, 51
employability training, 60
empowerment, 9–10
Empowerment, Work & Welfare, 95
Enquiring Minds, 87–113
competency standards for ‘communication’ and ‘ethical’ dimension, 106–9
‘competency standards’ in Law skills assessment, 102–5
‘ethical’ dimension in ‘communication’, 109–10
external standards, 92–4
implementation, 98–100
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
project, 89–90
information literacy and teaching-research nexus, 90–2
Environmental Resources Management, 56
Event Post, 229
geopolitics, 193–200
Glass, B., 261
Google, 58
Google Apps, 35
‘Google generation’, 111
Google Scholar, 33
group work, 75
‘groupthink’, 202
‘Guidelines for Authors of Learning Objects’, 129
Health and Social Care Resource Bank, 33
hegemony, 197–8
information literacy competencies, 253–73
‘Hive Mind’, 235
Hooke, R., 227–8
Hussey, T., 101
ICT Digital Advisory Committee, 256
iKnow, 64
IL RLO Share wiki, 141
IL RLOs See information literacy reusable learning objects
Immigration, Work & Homelessness: UK–Poland Comparisons (2008/9), 102–3
iMovie, 180
incidental learning, 237–8
information abundance, 189–93
‘information frame’, 89
background and context, 256–9
bringing into Law curriculum, 96–8
challenges, 6–8
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
education, 206–11
Enquiring Minds, 89–96
People, Diversity & Work pilot, 95–6
project, 89–90
from geopolitics to noöpolitics, 193–200
information abundance and information obesity, 189–93
‘learning outcomes’ limitations, 101–2
noöpolitics, 187–212
politically aware, 206–11
recommendations, 270–3
extracting records and managing information, 272
refining the search strategy, 271–2
search strategies, 271
research methods, 263–4
results, 264–70
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 1, 267–8
ACRL standard 2, 268–9
ACRL standard 3, 269–70
ACRL standard 5, 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
external standards, 92–4
implementation, 98–100
presentation, reward and ‘communication’ aspects, 105–6
teaching-research nexus and enquiry-based learning, 90–2
testing at MMU, 260–3
videos and educational movies production, 151–81
cameras, 179
editing, 174–7
filming, 170–3
glossary, 181
golden rules, 180–1
planning, 161–3
pre-production, 155–61
reviewing and evaluating, 177–8
scripting, 163–70
software, 179–80
video purposes, 153–5
views, 8–13
workplace and employability agenda, 45–65
definition, 48–52
training issues, 59–61
Information Literacy Resource Bank (ILRB), 125
reusing/re-purposing others’ material, 139–40
sharing good practice, 140–1
aspects, 133–8
good design aspect, 132
good practice, 131–2
pedagogy vs technology, 131
design and creation used to support information literacy teaching, 121–41
overview/literature review, 123–30
individual projects, 125–6
pedagogy, 127
reuse/re-purpose, 128–9
sharing, 129–30
Web 2.0 and beyond, 127–8
Information Literacy Statement of Good Practice, 98
Information Literacy Unit, 24
information obesity, 189–93
information overload, 190
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
intranet, 58–9
Inverclyde Libraries, 60
‘laddered frameworks’, 57
‘Learner Experience of e-Learning’, 232
Learn Higher, 260–1
Learning and Teaching Strategy, 25
Learning Design Initiative, 25
Learning in Law Annual Conference, 94
‘learning literacies’ approach, 39
Legal Information Management, 99
Library Information Literacy, 31–2
lifeworld, 201
Limerick Institute of Technology (LNSS), 128–9
Lloyd, A., 49
Manchester Metropolitan University, 260–3
Microsoft Moviemaker, 180
Minerva, 63
Mintzberg, H., 205
‘Modern Socratic Dialogue’ (MSD), 78–81
typical of contemporary MSD, 80
Moodle, 35
Multimedia Educational Resource for Learning and Online Teaching (MERLOT), 130
multimedia learning object (MLO), 127–8
National Digital Learning Repository (NDLR), 129
National Information Literacy Awareness Month’, 97
competing forms of value, 201–6
education, 206–11
from geopolitics to noöpolitics, 193–200
information abundance and information obesity, 189–93
information literacy, 187–212
politically aware, 206–11
noösphere, 194
‘One Stop Shop’, 260
‘Online Information Literacy Test’, 262
‘Open Knowledge Foundation’, 242
Open University, 64
Information Literacy Levels Framework, 19–40
background, 23–6
case study on testing, 35–7
development, 30–1
future developments, 37–9
possible issues, 37
practice, 31–4
previous work, 26–8
rationale, 28–30
user support, 34–5
library’s information literacy levels framework, 20–2
‘Open Street Map’, 243
‘organic intellectuals’, 209
Orwell, G., 188
pedagogy, 127
vs technology, 131
Pedagogy 2.0, 243–5
Peiser, B., 240
Police and Criminal Evidence Act (1984), 108
politics, 193
‘portable skills’, 246
portfolios, 35
Post Boy, 229
pre-production, 155–61
‘prescriptive agenda’, 73
Presidential Committee on Information Literacy, 48
principle of laddering, 48
‘Pro-Am’, 241–2
problem-based learning (PBL) model, 81
public value, 209
reification, 204
Reinventing Undergraduate Education: A Blueprint for America’s Research Universities, 101
relativism, 202
ReLo logbook, 140
Report of the Digital Britain Media Literacy Working Group, 53
Research Informed Teaching (RiT), 89
reusable learning objects, 122
RLOs See reusable learning objects
Said, E., 198
schema, 204
Scottish Government’s Economic Strategy, 47
scripting, 163–70
Seven Pillars Model, 258
Seven Pillars of Information Literacy, 26
Skills, Getting On In Business, Getting On At Work, 52
Skills For Life, 52
Skills for Scotland; A Lifelong Skills Strategy, 51
Smith, P., 101
‘Social Constructivism’, 225
social learning, 225–31
software, 179–80
‘specific disciplines model’, 74
videos and educational movies production, 151–81
cameras, 179
editing, 174–7
filming, 170–3
glossary, 181
golden rules, 180–1
planning, 161–3
pre-production, 155–61
purposes, 153–5
reviewing and evaluating, 177–8
scripting, 163–70
software, 179–80
Staffordshire University Information Literacy Community of Practice, 2–5
Stockdale, E., 96
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
external standards, 92–4
implementation, 98–100
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
technology, 131
technology literacy (TL), 93
‘The Big Blue’ project, 257
The Chartered Institute of Library and Information, 48–9
‘The Cult of the Amateur: How Blogs, Wikis, Social Networking, and the Digital World are Assaulting our Economy, Culture and Values’, 239–40
The Perception Lab Project, 242
The Tatler, 229
‘tick the box’ approach, 73
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
recommendations, 270–3
research methods, 263–4
results, 264–70
US Information Industry Association, 48
videos production, 151–81
cameras, 179
editing, 174–7
final cut, 177
fine edit, 175–6
selecting, 175
SFX, 176–7
splicing, 175
filming, 170–3
cast, 172–3
lighting, 172
location, 170–1
outsourcing or Do-It-Yourself, 173
sets and set-up, 171
shooting footage, 171–2
glossary, 181
golden rules, 180–1
planning, 161–3
production roles, 162
roles and responsibilities, 161–3
pre-production, 155–61
concept, 159–60
convincing managers, 158–9
film concepts, 160
library concepts, 161
pitch, 160–1
pitching to management, 158
production phases, 156
time commitment, 156–8
purposes, 153–5
attention and length, 153–4
bespoke vs reusing, 155
roles, 154
reviewing and evaluating, 177–8
evaluating, 178
screening review questionnaire, 178
scripting, 163–70
action, 168–9
dialogue, 167–8
edutainment, 168
extract: Librarians dress for success, 165
laying out a script, 164
layout, 163–5
pacing, 168
plotting, 166–7
plotting template, 166
polishing, 169–70
scene, 166
software, 179–80
Virtual Learning Environment, 25
Walkington, H., 92
Walton, G., 105
Web 1.0, 222–3
WebQuest, 75–8
Whitsed, N., 129
Wi-Fi, 231–2
widening participation agenda, 83
information literacy, 45–65
background of issues, 46–7
definition, 48–52
good practice, 61–5
information needs and sources used, 58–9
inside the organisation, 56–8
organisations and information, 53–6
skills agenda, 52–3
training issues, 59–61
World Wide Web, 221
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