The Facet Information Literacy Collection 2

The Facet Information Literacy Collection 2 contains everything librarians and educators need to know to develop and deliver effective programmes to support information literacy, web use and internet searching. The Collection includes eight books from the world’s leading information literacy experts and practitioners. The books included are: A Guide to Teaching Information Literacy 101 tips Helen Blanchett, Chris Powis and Jo Webb "...this is an essential book for those new to teaching information literacy, and a useful addition to the collection of experienced practitioners. It is certainly one to which I will return in the future."- Journal of Information Literacy Expert Internet Searching, 4th edition Phil Bradley "Whether you are an advanced searcher wanting more options or a beginner just venturing out into the world of search engines, this book covers it. The book is definitely worth a read to make sense of the complexities for searching the world of social media and Google."- Australian Academic and Research Libraries Going Beyond Google Again Strategies for using and teaching the invisible web Jane Devine and Francine Egger-Sider "Devine and Egger-Sider make a convincing case in arguing that educators and librarians need to hammer home the importance of using a toolbox of search techniques rather than simply relying on one or two that only skim the web’s surface."- Times Higher Education Improving Students' Web Use and Information Literacy A guide for teachers and teacher librarians James E Herring “Herring’s book is an ideal resource for teachers and teacher librarians, a useful and accessible tool, a quick guide to the best use of emerging technologies in a school environment."- Journal of Information Literacy Information Literacy Beyond Library 2.0 Edited by Peter Godwin and Jo Parker "This book is of most benefit to anyone teaching information literacy, and especially so to those involved in developing digital literacy skills in their user groups. It is also a great source of contacts and resources, providing names for information literacy proponents across the world."- Managing Information Metaliteracy Reinventing information literacy to empower learners Thomas P Mackey and Trudi E Jacobson "This book is for anyone interested in how social media, mobile technologies and open and online environments can enhance their teaching and learning practice...This book gives ample background to an important redefinition of information literacy."- Australian Library Journal Rethinking Information Literacy A practical framework for supporting learning Edited by Jane Secker and Emma Coonan "…a useful and relevant update. It provides good discussions of the current state of IL, and strong arguments for strengthening of the role of librarians and the increased participation of other professionals. Its theoretical component is supported by case studies and detailed practical advice. This is recommended for those interested in information literacy and developments in this field."- Australian Library Journal Metaliteracy in Practice Edited by Thomas P Mackey and Trudi E Jacobson 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 follows on from 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.

Table of Contents:
A Guide to Teaching Information Literacy Planning 1. A framework for designing and delivering teaching and learning 2. Information literacy and standards 3. Training Needs Analysis (TNA) 4. Learner analysis 5. Pre-session audit 6. Learning styles 7. Facilitating learning 8. Aims 9. Learning outcomes 10. Assessment 11. Reflection 12. Evaluation 13. Social learning 14. Lesson planning 15. Storyboards Delivery 16. Body language 17. Collaboration 18. Computer labs 19. Cultural relevance 20. Demonstrations 21. Discipline 22. Dominant participants 23. Feedback to learners 24. Handouts 25. Inclusion 26. Interruptions 27. Jokes and humour 28. Latecomers 29. Managing groups 30. Managing questions 31. Managing sessions – overview 32. Managing sessions – the start 33. Managing sessions – the end 34. Marking 35. Mixed abilities 36. Motivation 37. Multisensory approaches 38. Nerves 39. One-to-one teaching/coaching 40. Peer observation 41. PowerPoint 42. Practical preparation 43. Presenting and performing 44. Questions 45. Room layout 46. Teaching assistants 47. Team teaching 48. Technical problems 49. Timing 50. Unresponsive participants Activities 51. Action learning 52. Amplifying your teaching 53. Audio feedback 54. Bibliographies 55. Blogs 56. Brainstorming 57. Building blocks 58. Buzz groups 59. Card sorting 60. Case studies 61. Cephalonian method 62. Checklists 63. Design briefs 64. Discussions 65. Dividing the dots 66. Drawing the line 67. Fear cards 68. Future scenarios 69. Games 70. Goldfish bowl 71. Guided tours 72. Hands-on workshops 73. Ice-breakers 74. Interviewing 75. Jigsaws 76. Lectures 77. Mind maps 78. Multiple-choice questions 79. Peer assessment 80. Podcasts 81. Portfolios 82. Poster tours 83. Presentations by learners 84. Problem-based learning (PBL) 85. Pub quizzes 86. Questionnaires 87. Quizzes 88. Self-assessment 89. Self-guided tours 90. Social bookmarking 91. Stop, Start, Continue feedback 92. Storytelling 93. Technology-enhanced learning (TEL) 94. Treasure hunt 95. Video 96. Virtual learning environments (VLEs) (or learning management systems, LMSs) 97. Visiting lecturers/guest speakers 98. Voting systems 99. WebQuests 100. Wikis 101. Worksheets Expert Internet Searching, 4th edition 1. An introduction to the internet 2. An introduction to search engines 3. The Google experience 4. Other free-text search engines 5. Directory- and category-based search engines 6. Multi- and meta-search engines 7. Social media search engines 8. Visual searching 9. Finding People 10. People-based resources 11. Academic and other specialized search engines 12. News-based search engines 13. Multimedia search engines 14. Hints and tips on better searching with sample search examples 15. Search utilities and resources to make life easier 16. The future of search. Going Beyond Google Again PART I: WHAT IS THE INVISIBLE WEB NOW? 1. The invisible web today 2. Studies of information-seeking behaviour PART II: HOW WILL THE INVISIBLE WEB MAKE STUDENTS BETTER RESEARCHERS? 3. Teaching the invisible web: a survey of theory and practice 4. How to make students better researchers: the invisible web in teaching 5. Teaching resources PART III: TOOLS FOR MINING THE INVISIBLE WEB AND A LOOK AT ITS FUTURE 6. Looking inside the invisible web: a sampler 7. Future of the invisible web and its implications for teaching Improving Students' Web Use and Information Literacy 1. The big picture: learning and teaching in today’s schools 2. Finding and using information on the web 3. Evaluating websites 4. Web 2.0 and schools 5. Information literacy 6. Improving student use of the web 7. Developing learning websites for student use – design and tools 8. Developing learning websites for student use – content 9. The next phase of ICT in schools Information Literacy Beyond Library 2.0 Introduction - Peter Godwin PART 1: RECENT DEVELOPMENTS IN INFORMATION LITERACY AND LIBRARY 1. Library 2.0: a retrospective - Peter Godwin 2. Information literacy and Library 2.0: an update - Peter Godwin 3. The story so far: progress in Web 2.0 and information literacy - Peter Godwin 4. The changing web: sites to social - Phil Bradley and Karen Blakeman 5. Web 2.0: from information literacy to transliteracy - Susie Andretta 6. Informed learning in online environments: supporting the higher education curriculum beyond Web - Hilary Hughes and Christine Bruce PART 2: CASE STUDIES 7. Reinventing information literacy at UTS Library - Sophie McDonald and Jemima McDonald 8. Using games as treatments and creative triggers: a promising strategy for information literacy - Susan Boyle 9. Changing the conversation: introducing information literacy to a generation of smartphone users - Kristen Yarmey 10. Tweets, texts and trees - Andrew Walsh 11. Referencing in a 2.0 world - Stacey Taylor 12. Moving information literacy beyond Library 2.0: multimedia, multi-device, point-of-need screencasts via the ANimated Tutorial Sharing Project - Carmen Kazakoff-Lane 13. Informed cyberlearning: a case study - Hilary Hughes 14. An online course on social media for student librarians: teaching the information skills and literacies of social media - Dean Giustini 15. Transliteracy and teaching what they know - Lane Wilkinson 16. ANCIL: a new curriculum for information literacy: case study - Jane Secker and Emma Coonan 17. TeachMeet: librarians learning from each other - Niamh Tumelty, Isla Kuhn and Katie Birkwood PART 3: WHAT IT MEANS FOR INFORMATION PROFESSIONALS 18. Helping the public online: Web 2.0 in UK public libraries - Helen Leech 19. Change has arrived at an iSchool library near you - Judy O’Connell 20. Information literacy: a path to the future - Peter Godwin 21. Thoughts about the future - Peter Godwin 22. Last word: information literacy beyond Library 2.0 - Peter Godwin Metaliteracy Foreword – Sheila Webber 1. Developing a metaliteracy framework to promote metacognitive learning 2. Metaliteracy in the open age of social media 3. Metaliteracy as an integrated model of related literacies 4. Global trends in emerging literacies 5. Survey of the field: from theoretical frameworks to praxis 6. The evolution of a dedicated information literacy course toward mtaliteracy 7. Exploring digital storytelling from a metaliteracy perspective Rethinking Information Literacy Strand One: Transition from school to higher education - Sarah Pavey Strand Two: Becoming an independent learner - Geoff Walton and Jamie Cleland Strand Three: Developing academic Literacies - Moira Bent Strand Four: Mapping and evaluating the information landscape - Clare McCluskey Strand Five: Resource discovery in your discipline - Isla Kuhn Strand Six: Managing information - Elizabeth Tilley Strand Seven: The ethical dimension of information - Lyn Parker Strand Eight: Presenting and communicating knowledge - Andy Priestner Strand Nine: Synthesizing information and creating new knowledge - Emma Coonan Strand Ten: The social dimension of information - Helen Webster Afterword: ‘Ownership is a flawed concept’ - Katy Wrathall Metaliteracy in Practice Foreword - Alison Head 1. Revising for Metaliteracy: Flexible Course Design to Support Social Media Pedagogy - Donna Witek and Teresa Grettano 2. The Politics of Information: Students as Creators in a Metaliteracy Context - Lauren Wallis and Andrew Battista 3. Metaliteracy Learning of RN to BSN Students: A Fusion of Disciplinary Values and Discourses - Barbara J. D’Angelo and Barry M. Maid 4. Where Collections and Metaliteracy Meet: Incorporating Library-Owned Platforms into Open and Collaborative Library Instruction - Amanda Scull 5.Empowering Learners to Become Metaliterate in a Digital and Multimodal Age - Sandra K. Cimbricz and Logan Rath 6. Metacognition Meets Research-based Learning in the Undergraduate Renaissance Drama Classroom - Michele R. Santamaria and Kathryn M. Moncrief 7.Promoting Empowerment through Metaliteracy: A Case Study of Undergraduate Learning Outcomes - Kristine N. Stewart and David M. Broussard 8. Developing Agency in Metaliterate Learners: Empowerment Through Digital Identity and Participation - Irene McGarrity 9. Metaliteracy, Networks, Agency and Praxis: An Exploration - Paul Prinsloo

About the Author :
Helen Blanchett, Netskills Consultant Trainer, Newcastle University Information Systems and Services. Chris Powis, Deputy Director (Academic Services), Information Services, The University of Northampton. Jo Webb, Academic Services Manager, De Montfort University. Phil Bradley is a renowned information specialist, internet consultant and conference speaker specialising in search. He has worked with a number of search engine companies to help them improve their products, and has a blog on internet search that is widely read. He teaches internet search and social media skills to librarians and information professionals both within the UK and abroad. He also writes a column in the CILIP Update magazine, and previous titles with Facet Publishing include Social Media for Creative Libraries. Phil has been CILIP (the Chartered Institute of Library and Information Professionals) President for 2012–13. Jane Devine is Chief Librarian and Department Chair for the LaGuardia Community College Library, part of City University of New York. Prior to that appointment she served as LaGuardia’s Periodicals/Government Documents/Electronic Resources Librarian. Before joining the LaGuardia faculty, she worked for the New York Public Library as a Reference Librarian. She holds an MLS degree and a master’s in English, both from St John’s University in New York. She is the author, with Francine Egger-Sider, of Going Beyond Google: the Invisible Web in Learning and Teaching (2009). Francine Egger-Sider is Coordinator of Technical Services at LaGuardia Community College. Previously, she worked at the French Institute/Alliance Française in New York City. She received her MLS from Columbia University and an MALS in International Studies from the Graduate Center, City University of New York. James E Herring PhD MA(Lib) MA(Hons) is a Lecturer in Teacher Librarianship at the School of Information Studies, Charles Sturt University, Australia who teaches from his home in Scotland for most of the year. He is an internationally acclaimed authority on information literacy and ICT in schools. Peter Godwin is Academic Liaison Librarian at the University of Bedfordshire. Jo Parker is the Head of Information Literacy at the Open University Library. Thomas P. Mackey PhD is the Dean at the Center for Distance Learning at SUNY Empire State College in Saratoga Springs, New York. His teaching and research interests involve information literacy, teaching with technology, web-based multimedia, and social informatics. He also co-edited Information Literacy Collaborations That Work and Teaching Information Literacy Online with Trudi E. Jacobson. Trudi E. Jacobson MLS is currently Librarian and Head of the Information Literacy Department at the University of Albany, SUNY and is known nationally for her seminal scholarship in the field of information literacy instruction. She has authored or edited numerous books and published articles in a number of journals. Jane Secker (B.A., Ph.D., PGCertHE, FHEA) is Copyright and Digital and Literacy Advisor at LSE, where she has responsibility for the digital literacy programme for staff and PhD students. She also advises staff about copyright issues particularly related to their use of digital resources and e-learning. She has published widely and led several externally funded projects, most recently being project manager for the DELILA (Developing Educators Learning and Information Literacies for Accreditation) funded by JISC and the Higher Education Academy to release digital and information literacy materials and open educational resources. Emma Coonan (M.St., Ph.D., M.Sc.) is Research Skills and Development Librarian at Cambridge University Library, where she has responsibility for designing and teaching classes on various facets of information finding, handling and management. She blogs as the Mongoose Librarian and Tweets as LibGoddess.