The excellent Librarian’s Information Literacy Conference (LILAC) kicks off today in Dublin. We thought that we would share with you some of our content that fits in with the themes of the conference, whether you are attending or not.
Here, you will find 6 free chapters from Facet books on information literacy, research support and the information behaviour, some of which are written by speakers at the conference.
Facet are pleased to announce the release of two new books, Practical Tips for Facilitating Research and Dynamic Research Support for Academic Libraries.
Higher education is in a period of rapid evolution and academic libraries must continually evaluate and adjust their services to meet new needs. Librarian roles are changing and new specialisms, such as data librarians are emerging. Activities are being driven by researcher requirements such as the demand for wider dissemination and the impact of research.
Two new books from Facet Publishing, Practical Tips for Facilitating Research and Dynamic Research Support for Academic Libraries, will provide inspiration and practical guidance to enable LIS staff developing their role in the research environment to evaluate their current provision and develop services to meet the evolving needs of the research community.
Practical Tips for Facilitating Research offers innovative tips and reliable best practice to assist academic liaison librarians, research support librarians and all library and information professionals who work with research staff and students.
Author Moira Bent said, “my book bridges the gap between theory and practice, grounding the very practical ideas garnered from library and information staff around the world in current research in the library and information science discipline.”
Dynamic Research Support for Academic Libraries provides inspiration through illustrative examples of emerging models of research support and is contributed to by library practitioners from across the world.
Editor Starr Hoffman said, “Dynamic Research Support for Academic Libraries is designed to inspire librarians and administrators to think of ‘research support’ not merely as Reference 2.0, but as an innovative, holistic activity that should be distributed throughout the organization.”
A preview chapter for each book is available on the Facet website, along with information about how to order.
Metaliteracy in Practice will provide inspiration for librarians and educators in need of up-to-date and thought-provoking information literacy curricula and instructional approaches.
Editors Trudi E. Jacobson and Thomas P. Mackey, respected leaders in distance education and library instruction, reframed information literacy in their acclaimed previous book, Metaliteracy: Reinventing information literacy to empower learners, which provided an inclusive framework that encompasses all the newer literacies such as digital, visual, cyber and media literacy. Metaliteracy in Practice builds on the success of this book, placing its concepts firmly in real-world practice and delivering a compilation of innovative and practical teaching ideas from some of the leading thinkers in library and information literacy instruction today.
Each chapter takes readers through the process of using the metaliteracy framework in new and exciting ways that easily transfer to the classroom and to work with students. These ideas are grounded in teaching traditional information literacy competencies but brought up-to-date with the addition of methods for teaching and learning about metacognition, information creation and participation in learning communities.
The case studies contained in this collection detail the hows and whys of curricular design for metaliteracy, suitable for both beginners and seasoned professionals. Readers will also benefit from the book’s practical ideas for:
- teaching students about the importance of format choice
- assessing user feedback
- creating information as teachers
- evaluating dynamic content critically and effectively
- sharing information in collaborative environments.
The collection has some of the most innovative teaching ideas for inspiring librarians and educators to revise lessons on critical thinking and information literacy, so that their students will graduate with the ability to formulate and ask their own questions.
Introduction to Information Behaviour uses a combination of theory and practical context to map out what information behaviour is and what we currently know about it, before addressing how it can be better understood in the future. Author Nigel Ford, Professor of Information Science at The University of Sheffield, argues that new understandings of information behaviour research may help maximise the quality and effectiveness of the way information is presented, sought, discovered, evaluated and used.
The book introduces the key concepts, issues and themes of information behaviour, illustrates them using key research studies, and provides a clear path through the complex maze of theories and models. The book is structured to move from the basics to the more complex and employs the pedagogical device of “THINK” boxes which invite the reader to think about concepts as they are introduced in order to consolidate their understanding before moving on. Case studies are included throughout the text and each chapter concludes with a round-up of what has been covered, highlighting the implications for professional information practice.
The key topics covered include:
- Defining information behaviour and why is it useful to know about it
- Information needs
- Information seeking and acquisition
- Collaborative information behaviour
- Factors affecting information behaviour
- Models and theories of information behaviour
- Research approaches and methodologies
- Designing information systems
- The future trajectory of information behaviour research and practice.
Part of the Foundation of the Information Sciences series, this book will be core reading for students around the world, particularly those on library and information science courses. It will also be of interest to practitioners and professional information users, providers and developers.
Introduction to Information Behaviour ; August 2015; paperback; 224pp; 9781856048507; £49.95; is published by Facet Publishing and is available from Bookpoint Ltd | Tel: +44 (0)1235 827702 | Fax: +44 (0)1235 827703 | Email: email@example.com | Web: www.facetpublishing.co.uk. | Mailing Address: Mail Order Dept, 39 Milton Park, Abingdon, Oxon OX14 4TD The US edition is available in North America through ALA Editions.
This presentation takes you chapter-by-chapter through the new edition of Phil Bradley’s essential guide to internet search, Expert Internet Searching (formerly titled The Advanced Internet Searcher’s Handbook).
For many years librarians themselves have seen their role as being around collection building and knowledge organization, often based upon books. However, in the digital age we need to be curators of information and knowledge in all its forms. Books are simply a format in which human knowledge and endeavour can be recorded. But libraries are not merely repositories of information, collected for posterity. Libraries have a fundamental role in providing access to information and knowledge, to enable it to be used and communicated to others. In essence, libraries – whether they are public or academic libraries, school libraries or in the workplace – facilitate learning. Learning enables research and research brings about transformation and progress. Rethinking Information Literacy therefore positions libraries, librarians and information literacy at the heart of the development of society. In the digital age, the librarian must take a more central role in providing access to knowledge and information, and to recognize their role as a facilitator of learning.
And what of the role of the teacher in the age of disintermediated access to an unprecedented volume of information? Knowledge contained in books used to be a scarce commodity only available to a privileged few in universities with access to large libraries. However, technological developments, alongside movements such as open education and open access publishing, are changing this. We are also seeing the rise of the ‘digital scholar’ (Weller, 2011) as social media allows us all to interchange between being creators, curators and consumers of information. In this new information landscape some writers (e.g. Godin, 2011) recognize the role of the librarian as important, trusted guides and libraries as trusted sources of information. The more traditional view of libraries as ‘walled gardens’ often seems unhelpful, elitist and out of step with the open education and open access agenda. While librarians may no longer be gatekeepers of knowledge, they can be valuable trusted guides and through information literacy initiatives they can help learners become autonomous and able to make their own informed judgements. None of us knows what the future is for libraries: it is only through research such as this we might develop an understanding and plan appropriately.
The changes urged in Rethinking Information Literacy are quite subtle and do not require radically changing everything that we do, but in rethinking information literacy we must recognize that librarians are not islands in the education sphere. Neither are they the owners of ‘information literacy’. That may be seen by some as revolutionary, but if we are truly committed to information literacy we will recognize that it is too important to remain the preserve of the library. We must seek out partnerships to work interprofessionally in our schools, colleges and universities. We must ensure that the new curriculum for information literacy has support at the highest level in our organizations. And we must lobby policy makers to ensure that governments recognize the central importance of information literacy in learning. Only then can we work towards the shared ambition of developing autonomous, lifelong learners who are able to use information effectively in their academic studies and in their personal and professional lives.
This is an extract from the introduction of Rethinking Information Literacy edited by Jane Secker and Emma Coonan.