Teaching and learning information literacy.

Teaching and learning information literacy. Navigating information literacy Several conceptions and definitions of information literacy have become prevalent. For example, one conception defines information literacy in terms of a set of competencies that an informed citizen of an information society ought to possess to participate intelligently and : your information society survivaltoolkit. By Theo Bothma, Erica Cosjin, Ina Fourie and Celia Penzhorn.Cape Town Cape Townor Capetown,city (1991 pop. 854,616), legislative capital of South Africa and capital of Western Cape, a port on the Atlantic Ocean. It was the capital of Cape Province before that province's subdivision in 1994. : Pearson Education Pearson Education is an international publisher of textbooks and other educational material, such as multimedia learning tools. Pearson Education is part of Pearson PLC. It is headquartered in Upper Saddle River, New Jersey. South Africa South Africa,Afrikaans Suid-Afrika, officially Republic of South Africa, republic (2005 est. pop. 44,344,000), 471,442 sq mi (1,221,037 sq km), S Africa. , 2008. 196 pp. US$45 softcover ISBN ISBNabbr.International Standard Book NumberISBNInternational Standard Book NumberISBNn abbr (= International Standard Book Number) → ISBN m9781770252219. Navigating information literacy is a complete toolkit for teachersand students of librarianship and information management. It containsmuch that is required for the practical teaching of informationliteracy, collected together in one well set-out, easy to read volume.Its 12 logically arranged chapters follow the adult learning principleof relating what we are learning to what we already know. Beginning withbasic definitions, the authors detail information sources andresources--books, periodicals and the Internet, as well as portals,gateways and library websites. The reader is guided through theconstruction of search queries for the Internet and online databases,together with instruction on organising and retrieving information onour own computers. Copyright issues and the ethical and free use ofinformation are discussed, together with referencing and referencetechniques and also the writing of assignments and research reports.Methods of evaluating information and information sources follow, andthe book concludes with a chapter on 21st century communication. Features of this book are the provision of a list of learningoutcomes and a List of key terms at the start of each chapter and asummary, a list of references and some critical thinking questions tostimulate discussion at the conclusion. The book is also extensivelyindexed. For those of us who graduated last century, the most useful chapterexamines 21st century communication. It considers the impact oftechnology on the modern world of work and leisure, and explains howsocial software enables the formation of links between members of onlinecommunities, thereby facilitating connection and collaboration. Itexplores the difference between Web 1.0 and Web 2.0 and goes on todefine the working of blogs, wikis, the social networks YouTube,MySpace, Facebook, Livejournal and Flickr, as well as the socialbookmarking sites del.icio.us, Simpy, Furl and CiteULike. Finally, itexamines specialised social applications such as business networks,crowd-sourcing, social libraries and Library 2.0, which encourage usersto participate in the provision of library services. The book concludeswith a discussion of the growth of mobile computing and gives valuabletips on evaluating the usefulness of information obtained from Web 2.0. This work is a key resource for all library people involved inteaching information literacy skills--and isn't that everyone whoworks with clients and students in every type of modern library? I thinkso. Helen Dunford TAFE Tasmania