by A. Walsh and E. Coonan, published August 2013.
Jim Lerman's insight:
A comprehensive collection of papers by leading practitioners of information literacy guidance, support, and instruction; including practical suggestions and case-study type descriptions -- along with some philsophical musings. Quite a useful volume on several levels.
From the introduction:
"Information literacy is not a fixed set of skills. Information literacy cannot be measured as a percentage or grade. Information literacy is not independent of context.
"Information literacy is completely contextual. What it means to be information literate depends on how we are, what we are doing, where we are doing it. The “information literate” thing to do when “searching”; “organising”; “using”; or “communicating” information is different for a school child looking for information on the English civil war compared to a postgraduate researcher. Even within the same person, looking for information on booking a holiday, finding a builder to do some renovation work on their house, or writing a peer reviewed article will display very different ways of being information literate."