Volume 10(2) of the Journal of Information Literacy is now available at jil.lboro.ac.uk

Apologies for cross posting

Dear Colleagues,

I’m delighted to announce that volume 10(2) of the Journal of Information Literacy is now available at jil.lboro.ac.uk. Please find the table of contents below: a selection box of information literacy goodies for your festive enjoyment!

 

With every good wish,

Emma.

Articles

 

School libraries, political information and information literacy provision: findings from a Scottish study  Lauren Nicol Smith

 

Health literacy: a cross-disciplinary study in American undergraduate college students Rachel Joseph, Samantha Fernandes, Lauri Hyers, Kerri O’Brien

 

Flipping the classroom in Business and Education one-shots: a research study Madeline E. Cohen, Jennifer Poggiali, Alison Lehner-Quam, Robin Wright, Rebecca K. West

 

An assessment of library instruction: its influence on search behaviour of first and third-year students Torunn Skofsrud Boger, Hanne Dybvik, Anne-Lise Eng, Else Helene Norheim

 

Rethinking the concept of ‘Information Literacy’: a German perspective Rares Piloiu

 

Conference corner

 

CILIP Conference 2016: We’re all in this together Lisa Hutchins

 

ECIL 2016: Information literacy in the inclusive society Kirsten McCormick

 

Reviews

 

McNicol, S. 2016. Critical literacy for information professionals. Claire Elizabeth Sewell

 

Downey, A. 2016. Critical information literacy: Foundations, inspiration, and ideas. Cindy Gruwell

 

Gilton, Donna L. 2016. Creating and promoting lifelong learning in public libraries: tools and tips for practitioners. Ann Hindson

 

Allan, B. Emerging strategies for supporting student learning. A practical guide for librarians and educators. Marta Cassaro

 

Secker, J. and Morrison, C. (eds). (2016). Copyright and E-learning: a guide for practitioners. 2nd ed. Andrew Eynon

 

 

Dr. Emma Coonan
Editor-in-Chief, Journal of Information Literacy

“Learning is a subversive act, and so must teaching be … If learners are to move from what-we-know into what we do not yet know—from recall to emergence—or more importantly, from oppressed to liberated — then teaching must also deal in what we do not yet know. It must deal in the stuff of real struggle.” (Sean Michael Morris)

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