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Literature review

Page history last edited by Jane Secker 12 years, 7 months ago

A page to add references we find of relevance and models and anything really! We'll annotate with notes where relevant too.


Andretta S. 2011. Information literacy: a term whose time has passed? Journal of information
literacy, 5(1), pp 1-4 http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/ED-V5-I1-2011


Badke, William (2010) 'Why information literacy is invisible' Communications in Information Literacy 4(2), pp.129-141


Beeson, Ian (2006) 'Judging relevance: a problem for e-literacy', Italics 5(4), http://www.ics.heacademy.ac.uk/italics/vol5iss4/beeson.pdf

From abstract:"Rather than knowing how to find precisely the right information, in a finite repository, by skillful searching, e-literacy demands the development of abilities to make and convey judgements about the relevance of information from navigation in an unbounded and diverse information environment."


Bruce, Christine, Sylvia Edwards & Mandy Lupton (2006) Six frames for information literacy education. http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/sixframes_final%20_1_.pdf

Includes ethical awareness aspect of dealing with info - c/f Drew Whitworth


Catts, R (2007) Evaluating information literacy initiatives in higher education pp33 – 52 in Nevgi, A. (Ed) Informaatiolukutaito Yliopisto-Opetuksessa, Palemina, Helsinki,  ISBN 978-951-570-746-8


Catts, R (2000) Assessing Information Literacy. Chapter 20 in Candy, P. and Bruce C. Information Literacy Around the World. Charles Sturt University Press, NSW. pp 271 – 283.


Catts, R. and J. Lau (2008). Towards Information Literacy Indicators, UNESCO, Paris.


Chang, K., Chen, I & Sung Y. (2002) The effect of concept mapping to enhance text comprehension and summarization. Journal of Experimental Education, 71(1) 5-23. Cited in: Van Der Stuyf, R. (2002) Scaffolding as a teaching strategy. Adolescent Learning and Development. Fall, 2-13

"An important aspect of scaffolding instruction is that the scaffolds are temporary. As the learner's abilities increas the scaffolding provided by the more knowledgeable other is progressively withdrawn. Finally the learner is able to complete the task or master the concepts independently." (Chang et al, p.2)

(From talk on 12 May 2011 by Hannah Rose and Heather McBryde-Wilding of University of Northampton at English Faculty Library, Cambridge)


Cohen, Daniel and Roy Rosenzeig http://chnm.gmu.edu/digitalhistory/exploring/ (chapters 1 and 2)


FutureLab project: http://www.futurelab.org.uk/


Gardner, Susan and Eng, Susanna. (2005) What Students Want: Generation Y and the Changing Function of the Academic Library. portal: Libraries and the Academy, Volume 5, Number 3, July 2005, pp. 405-420 See Jane's notes on the article.


Godin, Seth (2011) The future of the library (blogpost) http://sethgodin.typepad.com/seths_blog/2011/05/the-future-of-the-library.html

"A librarian is a data hound, a guide, a sherpa and a teacher. The librarian is the interface between reams of data and the untrained but motivated user .... [Kids] need a librarian more than ever (to figure out creative ways to find and use data). They need a library not at all."

"Post-Gutenberg, the scarce resource is knowledge and insight, not access to data."


Godwin, Peter, & Jo Parker (eds.) (2008) Information literacy meets Library 2.0. London: Facet.

See Emma's notes on the introduction (Godwin) and chapter by Judy O'Connell. Also includes a description of Staffordshire's ASK (Assignment Survival Kit) software.


Head, Alison J. (2008) Information Literacy from the Trenches: How Do Humanities and Social Science Majors Conduct Academic Research? College and Research Libraries (Sept 2008), pp.427-445


Hepworth, Mark & Geoff Walton (2009) Teaching information literacy for inquiry-based learning. Chandos.

Current IL models too rigid and grand-narrative based. Becoming info literate appears to be about an individual completing a task in a given context. Interaction with sources – bringrs about the interplay of individual’s behavioural, cognitive, metacognitive and affective states. This interplay determines the level of new knowledge learned.


Horizon report (2011) http://wp.nmc.org/horizon2011/ (in particular we need to look at what the report is predicting for 4-5 years time including gesture based computing and learning analytics) 


JISC / British Library (2011) Researcher of tomorrow. project website. Available at: http://www.efc.co.uk/projects/researchers_of_tomorrow.jsp  See notes here.


JISC/OCLC (2010) The Digital information Seeker: Report of Findings from Selected OCLC, RIN and JISC User Behaviour Projects

Informed overviews of a number of recent studies, including two dealing with IL skills.


Johnston, Bill. (2010) The first year at university: teaching students in transition. Open University Press. ISBN-13: 978-0335234516


Jones, C, Ramanau, R, Cross, S and Healing, G (2010) ‘Net generation or Digital Natives: Is there a distinct new generation entering university?’, Computers & Education, 54, (3), 722-732.


Liverpool University press release: http://www.liv.ac.uk/news/features/generation-y.htm 


Livingstone, Sonia (2008) Digital literacies: tracing the implications for learners and learning. In: ESRC seminar series: The educational and social impact of new technologies on young people in Britain, 21 October 2008, Graduate School of Education, University of Bristol, Bristol, UK. Available at: http://eprints.lse.ac.uk/33824/


LLIDA (Learning Literacies for a Digital Age) project


Lloyd, A (2004) “Working (in)formation: conceptualizing information literacy in the workplace” In Proceedings of 3rd International Life Long Learning Conference, 13-16 June. Rockhampton: Central Queensland University Press. 218-224

"An information literate person has a deep awareness, connection, and fluency with the information environment. Information literate people are engaged, enabled, enriched and embodied by social, procedural and physical information that constitutes an information universe. Information literacy is a way of knowing that universe." (p.223 - quote used by Sheila Webber in her ppt, below)


Margaryan, A and Littlejohn, A. (2009). Are digital natives a myth or reality? Students use of technologies for learning. Available at: http://www.academy.gcal.ac.uk/anoush/documents/DigitalNativesMythOrReality-MargaryanAndLittlejohn-draft-111208.pdf (Accessed 2nd June 2010)


Gareth Mitchell1 (Guest Contributors), Professor Jeff Jarvis2 (Guest Contributors), Andrew Keen3 (Guest Contributors). (19th April 2011) Privacy in a connected world. http://www.open.ac.uk/openlearn/science-maths-technology/computing-and-ict/computing/privacy-connected-world

Fascintating discussion raising many points around privacy, public-ness and the digital age. A debate between two academics around the pro's and con's of tools such as Facebook, Twitter etc. Young people are not using email anymore - Facebook are appropriating messaging services, will it become less possible for people to communicate in a private way. Privacy should be the default, not something you have to choose.


National Literacy Trust - focuses on "basic skills": "Literacy is the combination of reading, writing, speaking and listening skills we all need to fulfil our potential. These life skills are essential to the happiness, health and wealth of individuals and society." (http://www.literacytrust.org.uk/research/nlt_research/2364_literacy_state_of_the_nation)


Open University (2011) My Digital Life: http://www3.open.ac.uk/study/undergraduate/course/tu100.htm 


Rowlands, I. et al ‘The Google generation: the information behaviour of the researcher of the future’, Aslib Proceedings New Information Perspectives, 60, (4) 290-310.


Saunders, Laura (2009). The Future of Information Literacy in Academic Libraries: A Delphi Study. portal: Libraries and the Academy - Volume 9, Number 1, January 2009, pp. 99-114. Jane's notes on Saunders article.


SCONUL (2011) The SCONUL 7 Pillars Core model. Available at: http://www.sconul.ac.uk/groups/information_literacy/seven_pillars.html  


Schon, D.A., Educating the reflective practitioner: Toward a new design for teaching
and learning in the professions. 1987, San Francisco: Jossey-Bass


Transkills project website: http://www.admin.cam.ac.uk/offices/education/transkills/index.html 


Universities UK (2010) Changes in student choices and graduate employment [online]. Available from: http://www.universitiesuk.ac.uk/Publications/Documents/ChangesInStudentChoicesAndGraduateEmployment20100907.pdf


VITAE (2011) The Visibility of Researcher Development in UK Higher Education Institutions' Strategies.

A useful round-up of HEIs' commitment to support and training for researchers and staff. Maybe good for strategic argument? 60% of HEIs surveyed


Webber, S (2010)


"People are following complex paths to find their answers
– Moving between people, websites, print media, physical
spaces (shops or libraries), broadcast media etc.
– Includes using technology to ask questions and contribute


Weetman, J. (2005) 'Osmosis - does it work for the development of information literacy?' Journal of Academic Librarianship 31(5), pp.456-460


Zazani. 2011. 'Trends on information literacy discussed at LILAC 2011', Journal of Information Literacy. 5(1).


Also see our bookmarks in delicious:http://www.delicious.com/tag/ccfil 

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