From Information Literacy to Social Epistemology: Insights from Psychology focuses on information and the ways in which information literacy relates to critical thinking in education, the workplace, and in our social life. The broad context for our interest is the development in internet technologies often characterised by terms like the 'digital age', leading to questions of digital participation, digital divides, and the role of thinking in the information society. In short, to what extent is the 'digital age' engendering changes in learning directed towards the better use of information, and in addition, encouraging or even requiring improvements in critical thinking? - Provides a new and relevant contribution based on the authors' synthesis of a number of psychological constructs aligned to information literacy - Addresses the issue of information literacy in the wider population by researching adult returnees to higher education and investigating their experiences in relation to prior experience - Applies insights to recent developments on the topic, i.e. the Secker and Coonan IL curriculum, alowing an alternative disciplinary perspective and a new, research-based platform - Develops a model based on the literature reviewed and discusses the relation of the model to the broader concept of social epistemology

How has technology changed what it means to be human and to be a member of a human society? How has technology changed the way we acquire knowledge of the world we inhabit? In light of these changes and the direction we are moving, how should the pursuit of knowledge be organized? Social Epistemology and Technology provides insights into such questions relating to public self-awareness regarding technology. The concerns addressed in this book apply to a large and diverse audience including, but not limited to, those interested in social epistemology, technology, cultural studies, trans-humanism, augmented subjectivity, futurology, human sciences, social sciences, political sciences, communication, psychology, science and technology studies, and philosophy. This is the first book of its kind to focus solely on technology and its socially specific epistemological themes. It offers insight into public self-awareness regarding technology by providing an understanding of persons in relation to the technological changes that have occurred, and continue to occur, across the societies they people.

This book addresses some of the most pressing issues in library and information science. It offers informed insight and perspectives on six essential and timely questions facing the profession: What is information? What is information literacy? What roles do academic libraries play in higher education today? How can we effectively educate librarians? What are the ethical and moral bases of the library and information professions? What is the future of librarianship? Written by John M. Budd, one of librarianship’s most-respected educators and the author of twelve previous books, and copublished with Beta Phi Mu, the International Honor Society for librarianship, this is sure to become one of profession’s most talked-about books.

Pathways into Information Literacy and Communities of Practice: Teaching Approaches and Case Studies considers the specific information literacy needs of communities of practice. As such, the book fills a gap in the literature, which has treated information literacy extensively, but has not applied it to the area of communities of practice. Since every community of practice generates, seeks, retrieves, and uses resources and sources related to the cognitive structure being researched or studied, and the tasks being performed, the need arises to undertake studies focused on real user communities, especially at a graduate level. This edited collection presents contributions from an international perspective on this key topic in library and information science. Contributions are arranged into two sections, the first exploring teaching and learning processes, and the second presenting case studies in communities of practice, including, but not limited to, health, research environments, college students, and higher education. - Focuses on communities of practice, including health, research, and higher education and their distinct information needs - Includes chapters from an international and experienced set of contributors - Presents an interdisciplinary perspective on the topic

This book constitutes the refereed post-conference proceedings of the 5th European Conference on Information Literacy, ECIL 2017, held in Saint Malo, France, in September 2017. The 84 revised papers included in this volume were carefully reviewed and selected from 358 submissions. The papers cover a wide range of topics in the field of information literacy and focus on information literacy in the workplace. They are organized in the following topical sections: workplace information literacy, employibility and career readiness; data literacy and research data management; media literacy; copyright literacy; transliteracy, reading literacy, digital literacy, financial literacy, search engine literacy, civic literacy; science literacy; health information literacy; information behavior; information literacy in higher education; information literacy in K-12; information literacy instruction; information literacy and libraries; and theoretical framework.

The Oxford Handbook of Digital Technology and Society will equip readers with the necessary starting points and provocations in the fields of social science and technology so that students, scholars, and policy makers can effectively assess future research, practice, and policy.

Despite the increasing ubiquity of the term, the concept of the digital university remains diffuse and indeterminate. This book examines what the term 'digital university' should encapsulate and the resulting challenges, possibilities and implications that digital technology and practice brings to higher education. Critiquing the current state of definition of the digital university construct, the authors propose a more holistic, integrated account that acknowledges the inherent diffuseness of the concept. The authors also question the extent to which digital technologies and practices can allow us to re-think the location of universities and curricula; and how they can extend higher education as a public good within the current wider political context. Framed inside a critical pedagogy perspective, this volume debates the role of the university in fostering the learning environments, skills and capabilities needed for critical engagement, active open participation and reflection in the digital age. This pioneering volume will be of interest and value to students and scholars of digital education, as well as policy makers and practitioners.