Learner-centred information literacy initiatives in Higher Education.

Andretta, Susie Learner-centred information literacy initiatives in Higher Education. Journal of Information Literacy, 2010, vol. 4, n. 1. [Journal article (On-line/Unpaginated)]

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English abstract

Welcome to the first issue of JIL 2010 (Vol.4) which continues the information literacy (IL) debate presented in the 2009 volume of this journal. As we have seen, the collection of articles in the first issue of Volume 3 bridges the gap between theoretical and practical constructs of information literacy, thereby establishing a valid premise for the investigation of this phenomenon, and the primary purpose of JIL. On the other hand, the collection published in the second issue of Volume 3, describes the ‘multifaceted nature’ of information literacy, thereby acknowledging that the scope of this investigation is necessarily a wide-ranging one. The current issue, as the title of this editorial indicates, examines learner-centred information literacy initiatives within the HE context. The first three papers are concerned with information literacy education (ILE) associated with the development of problem-solving and research competences within specific discipline-based contexts, while the remaining two papers, from LILAC, reflect innovative ways of providing timely support to the learners by employing mobile and video technologies.

Item type: Journal article (On-line/Unpaginated)
Keywords: Information Literacy
Subjects: C. Users, literacy and reading. > CZ. None of these, but in this section.
C. Users, literacy and reading.
Depositing user: Susie Andretta
Date deposited: 06 Sep 2010
Last modified: 02 Oct 2014 12:17
URI: http://hdl.handle.net/10760/14871

References

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References

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Andretta, S. 2009. Bridging the gap between theory, research and practice of information literacy. Journal of Information Literacy. 3(1), pp. 1-4. Available at: http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/ED-V3-I1-2009 [Accessed: 9 June 2010].

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