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Journal of Information Literacy
Journal Prestige (SJR): 0.495
Citation Impact (citeScore): 1
Number of Followers: 854  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1750-5968
Published by Loughborough University Library Homepage  [1 journal]
  • 'The best way to learn is just to play'

    • Authors: Emma Coonan
      Pages: 1 - 2
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2648
      Issue No: Vol. 13, No. 1 (2019)
       
  • Shaking up story time

    • Authors: Bartlomiej A. Lenart; PhD, MLIS, Carla J. Lewis, BEd, MLIS
      Pages: 3 - 20
      Abstract: While the Philosophy for Children (P4C) method has been adopted within classrooms by individual teachers and into some school systems by schoolboards, public and school libraries, the ideal users of this sort of programming, have been slow to recognise the benefits of this didactic methodology. This is particularly surprising given that the P4C method integrates perfectly with traditional story-time orientated programming. Not only is the integration of P4C into story-time sessions virtually seamless (as it does not aim to replace, but rather strives to enhance story-telling), but it might also help reinvigorate a well-established feature of library programming with an aim to develop 21st-century information literacy competencies. This paper examines the case for the P4C method, explains the process of integration of the P4C method with traditional story-time, and highlights the potential benefits of incorporating Philosophy for Children in public and school library programming.
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2513
      Issue No: Vol. 13, No. 1 (2019)
       
  • What academics really think about information literacy

    • Authors: Deborah Stebbing, Jane Shelley, Mark Warnes, Carol McMaster
      Pages: 21 - 44
      Abstract: This research project arose from a need to ensure librarians and academics work together to support student information literacy (IL) development, aligned to the Anglia Ruskin University learning and teaching strategy, and specifically to improve librarians’ understanding of how academic staff view IL and consider their perceptions and expectations within different disciplines. A literature review found a limited number of studies which considered academics’ point of view and few were concerned with discipline (faculty) differences. We took a qualitative approach to this research, using semi-structured interviews with a convenience sample of participants drawn from nursing subjects and business subjects in a post-1992 university in the United Kingdom. The research questions asked about academics’ perception of IL, the impact of their discipline on IL and their view of the ideal information literate student. Six key areas of concern emerged around the teaching of IL: students transitioning into higher education, developing evaluation skills, the significance of the undergraduate major project and discipline differences, the information landscape and the perceived need for preparation for IL at work. The article discusses the findings, difficulties surrounding students achieving adequate IL and considerations for future practice in delivering focused IL support.
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2338
      Issue No: Vol. 13, No. 1 (2019)
       
  • How do teens learn to play video games'

    • Authors: Ruth S. Contreras-Espinosa, Carlos A. Scolari
      Pages: 45 - 61
      Abstract: The main objective of this article is to analyse informal learning processes in the field of video games. As many teenagers are engaged in these kinds of practices, the big question is: How do teens learn to play video games' In most cases they do not learn to play video games at school or with their parents, and therefore it is necessary to map and analyse these informal learning strategies (ILS). The aims of this article are to identify the main ILS that teens apply as they acquire and improve their video game literacy, and to develop a series of categories for analysing and classifying these informal learning experiences. After briefly outlining the situation of ILS and teens’ transmedia skills, in the context of a general reflection on information literacy (IL) and transmedia literacy (TL), the methodological aspects of research and fieldwork in eight countries is described. A taxonomy of ILS related to video game practices is also presented. The research team identified six modalities of ILS (learning by doing, problem solving, imitation, playing, evaluation and teaching) and expanded them with four main categories (subject, time, space and relationships) that contain a series of oppositions. This set of modalities, categories and oppositions should be considered as a first step in the construction of a set of analytical tools for describing and classifying ILS in the context of teens’ video game experiences.
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2358
      Issue No: Vol. 13, No. 1 (2019)
       
  • Attribution and plagiarism in the creative arts

    • Authors: Joanna Hare, Kimburley Choi; Dr
      Pages: 62 - 75
      Abstract: The concepts of attribution and plagiarism can be challenging for creative art students who may engage with both text and non-text sources such as images, film, computer games, performance art and more while working on an assessment task. To introduce students to the basics of attributing non-text sources and to explain the distinctions between ethical reuse of creative works at university and in the professional setting, the authors developed an embedded Information Literacy workshop utilising a flipped classroom model. Short educational videos were produced that students watched before attending an in-class library workshop. The students also completed pre- and post-teaching tests to collect evidence of their preconceptions and knowledge before and after watching the videos and attending the library workshop.  This article will report on the planning and design of the videos and the library workshop, and share the results of the formative assessment activities.
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2640
      Issue No: Vol. 13, No. 1 (2019)
       
  • Using learning diaries to evaluate and improve online information literacy
           and academic skills provision

    • Authors: Aidan Tolland; Dr, Rebecca Mogg, Amanda Bennett
      Pages: 76 - 92
      Abstract: The purpose of this paper is to describe a new method for the evaluation of online provision of information literacy and academic skills (ILAS), and advocate for its addition as a tool for the ILAS practitioner. The method is discussed in the context of evaluating its effectiveness for a project to investigate the value of six online tutorials for postgraduate taught students at Cardiff University. The paper presents the advantages and disadvantages of the method compared to the more commonly utilised focus group and interview techniques in this field of study. It concludes that the method has been highly effective in collecting substantial actionable information for the improvement of the development of student’s ILAS and recommends its use in similar projects.
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2519
      Issue No: Vol. 13, No. 1 (2019)
       
  • LILAC 2019

    • Authors: Hannah Slater
      Pages: 93 - 95
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2643
      Issue No: Vol. 13, No. 1 (2019)
       
  • Interview with the 2019 LILAC bursary winners

    • Authors: Gemma Pearce
      Pages: 96 - 98
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2644
      Issue No: Vol. 13, No. 1 (2019)
       
  • ALDinHE 2019

    • Authors: Bryony Parsons
      Pages: 99 - 102
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2632
      Issue No: Vol. 13, No. 1 (2019)
       
  • LILG 2019

    • Authors: Kirsten McCormick
      Pages: 103 - 105
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2653
      Issue No: Vol. 13, No. 1 (2019)
       
  • Book review of Mackey, T. P. and Jacobson, T. E. (eds.) 2019. Metaliterate
           Learning for the Post-Truth World.

    • Authors: Rachel Bickley
      Pages: 106 - 107
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2630
      Issue No: Vol. 13, No. 1 (2019)
       
  • Book review of Steiner, S. and Rigby, M. (eds.) 2019. Motivating students
           on a time budget: pedagogical frames and lesson plans for in-person and
           online information literacy instruction

    • Authors: Craig McEwan
      Pages: 108 - 109
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2622
      Issue No: Vol. 13, No. 1 (2019)
       
  • Book review of Witte, S., Latham, D., and Gross, M. (eds.) 2019. Literacy
           engagement through peritextual analysis

    • Authors: Ella Taylor
      Pages: 110 - 111
      PubDate: 2019-06-02
      DOI: 10.11645/13.1.2631
      Issue No: Vol. 13, No. 1 (2019)
       
 
 
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