This page is the longest on the site, but most of it consists of references to other papers and books. You are not expected to read all of these by any means. However, please bear in mind that engagement with this literature is a significant aspect of the course. The ideas presented in EDUC61712 are complex, and in order to understand them well enough to use them effectively in the assessment, you will need to read more than just the minimum, and do so independently and critically.

Radical Information Literacy and Information Obesity

These are my two books, and between them they cover most of the ground of this course unit (and good slabs of the rest of my teaching, as well). Information Obesity has been out since 2009 (published by Chandos) — I wrote it March – August 2008. It’s…. not bad, I guess. It’s more about digital literacy and ICT education; information literacy gets part of one chapter only, even though I would now say that digital literacy is in fact a subset of information literacy. It does set up the critical theories, particularly those of Habermas, which are one pillar of these ideas, and the basis of the triadic model is also to be found within. See www.informationobesity.com for more information and some resources (including a hypertext bibliography).

Radical Information Literacy will be published some time in 2014. I don’t have an exact date yet, but I delivered the manuscript to the publishers on December 10th 2013 (surviving a hard disk failure on  my old Mac literally the evening before) and Chandos got the last one out pretty quickly, so I anticipate publication around Easter 2014. This book analyses information literacy from a dialogic perspective, that is, one that considers how knowledge is formed through communication, the bringing together of diverse perspectives. As soon as I have a date of publication I will add it here, and I will also be organising some kind of ‘launch event’ (a talk about the book, which I’ll stream online somehow as well), so watch this space.

Key readings

The ideas discussed in these readings resonate through the whole M&IL course, and you should read them all at some point. Consider them useful source of references to major statements about information literacy, particularly the standards, such as the ACRL and SCONUL models, the Alexandria Proclamation, and so on. Follow up some of these references too: familiarity with these kinds of policy statements is also expected of you. 

• Bruce, Christine S., Edwards, Sylvia L., & Lupton, Mandy (2006) Six Frames for Information literacy Education. Italics, 5(1).
• Chapter 6 of Information Obesity (Whitworth 2009, Chandos)
• Bruce, Christine, (2008) “Chapter 1: Informed Learning” from Bruce, Christine, Informed learning page c, Chicago,: Association of College and Research Libraries. [1]
• Egan, K, (1990) “The transition to literacy” from Egan, K, Romantic understanding pp.40-86, New York,: Routledge. [47] – digitised chapter available at http://eml.manchester.ac.uk/lib/EDUC61712/EDUC61712_2737.pdf
  
• Andretta, S, (2005) “Chapter 2: Information Literacy – setting the scene” from Andretta, S, Information literacy : a practitioner’s guide pp.5-40, Oxford,: Chandos Publishing (Oxford). [36] – digitised chapter available at http://eml.manchester.ac.uk/lib/EDUC61712/EDUC61712_2709.pdf
  
• Thompson, D, (2008) “Chapter 6: Living with counterknowledge” from Thompson, D, Counterknowledge pp.145-171,188-190, London,: Atlantic. [30] – digitised chapter available at http://madigitaltechnologies.files.wordpress.com/2010/11/educ61712_thompson1.pdf
  
• Hamelink, C. (1976) “An Alternative to News”, Journal of Communication
  26/4, pp. 120-123 [look! Just four pages!]  available at http://onlinelibrary.wiley.com/doi/10.1111/j.1460-2466.1976.tb01947.x/abstract

General sources

Look at the Journal of Information Literacy; Information Research;  papers from the LILAC (Librarians’ Information Literacy Annual Conference – see the archive on this site, and note that I’ll be presenting a paper about the new book there in April 2014) and EBLIP (Evidence-Based Library and Information Practice) conferences for a ‘library and information science’ view of information literacy; but also note ISIC (Information Seeking in Context) and COLIS (Conceptions of Library and Information Science), as well.

Readings for critique and analysis

The second category of readings encompass those which you are – collectively – going to be reading for your presentations in week 10. In this presentation you will present the argument of this paper and relate it to the key frameworks established in the course, particularly the six frames model and the triadic model of informational relationships. How do these frameworks shed light on the model of education being presented in the paper, or otherwise illuminate and allow analysis of its arguments? You will also do this with one other paper or book chapter, which you will find yourself. More information on this task will be found on the page about the presentations.

Although you will only be reading one of these papers for the presentation, what you have below is a selected reading list of good quality papers on a range of Media & IL issues. Therefore, before and after the presentation session – which will itself serve to introduce other readings to you – you may find it useful to consult other papers beyond the one you are reading for week 10, and refer to them in your final portfolio.

In some cases you will need your University of Manchester ID and password to access these texts.

• From the Library Trends 2011 special issue on information literacy policy (60/2, edited by John Crawford):
  -Annemaree Lloyd’s paper
  -My paper (A. Whitworth)
  -Jacobs and Berg
  -Domine

• Mackey & Jacobson: “Reframing Information Literacy as a Metaliteracy”,
• Elmborg,J. (2006): “Critical information literacy”, Journal of Academic Librarianship 32/2 (Sign in via Athens/Institutional login)
• M. H. Simmons (2005): “Librarians as Disciplinary Discourse Mediators”
• J. Andersen (2006): The public sphere and discursive activities: information literacy as sociopolitical skills, Journal of Documentation
• Hull et al (2003): “Multiple Literacies: A compendium for adult educators“
• Levine, P, (2007) “Collective action, civic engagement and the knowledge commons” from Hess, C & Ostrom, e, Understanding knowledge as a commons pp.247-275, Cambridge, Mass.,: MIT Press. [29]
• S. Thornton:From “Scuba Diving” to “Jet Skiing”? Information Behavior, Political Science, and the Google Generation. Journal of Political Science Education (Sign in via Shibboleth)
  
• Markless and Streatfield (2007): Three decades of information literacy: redefining the parameters
• Catts, R. and Lau, J: “Towards information literacy indicators“, UNESCO
• Carmel O’Sullivan, (2002) “Is information literacy relevant in the real world?“, Reference Services Review, Vol. 30 Iss: 1, pp.7 – 14 (Login via Institutional login)
• Hobbs, R, (1997) “Expanding the concept of literacy” from Kubey, R, Media literacy in the information age pp.163-183, New Brunswick, N.J,: Transaction Publishers. [21] – digitised chapter

Readings and resources for information literacy practice

Again, this is a selective list – there are many more examples out there for you to look at, to help gain inspiration – or to critique. The emphasis here is on practice.

• http://www.library.usyd.edu.au/skills/  University of Sydney, Australia
• http://www.newcastle.edu.au/Resources/Divisions/Academic/Library/information-skills/infoskills/index.html  University of Newcastle, Australia
• http://www.le.ac.uk/li/sources/training/irs/irscontents.htm  University of Leicester, United Kingdom
• http://skills.library.leeds.ac.uk/  University of Leeds, United Kingdom; Note that the new version about to be released is at http://beta.library.leeds.ac.uk/skills
•  http://www.studysmart.library.qut.edu.au/ Queensland University of Technology, Australia
• http://www.open.ac.uk/safari/  Open University, United Kingdom
• http://sokogskriv.no/ – Søg og Skriv (Search and Write), site from Norway – there is an English version

Note also the database maintained by the European Network on IL: a huge number of initiatives are recorded here, of various kinds (courses, policies, guidelines, etc.) but there is not always a huge amount of detail. Certainly enough to get you started, however, and possibly give you materials for review. Ten countries are represented here: Austria, Denmark, Estonia, Finland, Germany, Italy, Latvia, Lithuania, Poland and Spain.

And some papers on practice:

• Polger & Okamoto – http://digitalcommons.unl.edu/libphilprac/328/
• Jacobs, H. L. M: “Information Literacy and Reflective Pedagogical Praxis”, The Journal of Academic Librarianship, 34/3, May 2008, Pages 256-262. (Sign in via Institutional login)
• Kakkonen, A. and Virrankoski, A. (2010): Implementation of the Finnish University Libraries National (Sign in via Institutional login)
• Information Literacy Recommendation into academic studies at the Kumpula Science (Sign in via Institutional login)
• Library, University of Helsinki, New Library World
• Whitworth, Fishwick and McIndoe chapter (Word version) (from Mackey and Jacobson, teaching Information Literacy online)
• Baker, P, (2004) “Integrated Information Competence” from Rockman, I, Integrating information literacy into the higher education curriculum pp.93-132, San Francisco,: Jossey Bass. [40] – digitised chapter available at http://eml.manchester.ac.uk/lib/EDUC61712/EDUC61712_2736.pdf
  

As I said – there are many more….Media and Information Literacy Reading List (JRUL)

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Media and Information Literacy by Andrew Whitworth/University of Manchester is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.