IL Group (CILIP Information Literacy Group)

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A CILIP Special Interest Group which encourages debate and the exchange of knowledge in all aspects of Information Literacy. The Information Literacy Group aims to: - To provide a forum for discussion - To disseminate information about local, national and international initiatives - To encourage the publication of articles, both nationally and internationally, which share new ideas, initiatives and experience - To encourage collaboration and support across all sectors of the profession - To highlight and promote good practice

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Aktuellste Beliebteste SlideShares

Empowering Future-Ready Students: Teaching AI Ethics and Information Literacy through Scaffolded Assignments - Hanna Primeau, Amanda Larson

Vor 2 Monaten • 80 Aufrufe

"Never have I ever used Google Scholar": hypocrisy and authenticity in library and academic skills teaching - Rachel Davies

Vor 2 Monaten • 68 Aufrufe

Knoff, M. & Mclaughlin, M. Building critical thinking skills by fostering inquiry-based and dialogic learning in research consultations

Vor 1 Jahr • 77 Aufrufe

Pivot ponderings: Musings about one library's role in supporting tech-enhanced learning

Vor 1 Jahr • 81 Aufrufe

Primeau, H., Hammons, J., Folk, A. & Blocksidge, K. TILTing Research Assignments: Supporting Instructors to Develop Transparent and Equitable Assignments Workshop

Vor 1 Jahr • 24 Aufrufe

Watkins, F. Are institutional or subject referencing style choices creating a barrier for students with a Specific Learning Disability?

Vor 1 Jahr • 30 Aufrufe

Long, J. & Hicks, J. Think Before you Link, a Fake News Redux: Identifying bias and misinformation within online source evaluation

Vor 1 Jahr • 58 Aufrufe

Johnson, M. & Weeks, T. Embracing the bias: using theory to teach positional knowledge

Vor 1 Jahr • 71 Aufrufe

Holmes, R. “How can hospital library staff support qualified nursing staff to increase their information literacy and improve implementation of evidence-based practice?"

Vor 1 Jahr • 70 Aufrufe

IL Group (CILIP Information Literacy Group)

Empowering Future-Ready Students: Teaching AI Ethics and Information Literacy through Scaffolded Assignments - Hanna Primeau, Amanda Larson

"Never have I ever used Google Scholar": hypocrisy and authenticity in library and academic skills teaching - Rachel Davies

Three Men on a Podium: Employing Visual Literacy in First-Year Library Instruction Classes - Michelle Demeter

Decoding Doctorspeak - Kathryn Aylward - Day 1.pptx

Research refresh: From the sparks of creative practice to a future vision for IL? - Rosie Enys

Flierl, M. Mis-Information and dis-Information on Social Media: What are we to do?

Knoff, M. & Mclaughlin, M. Building critical thinking skills by fostering inquiry-based and dialogic learning in research consultations

Pivot ponderings: Musings about one library's role in supporting tech-enhanced learning

Primeau, H., Hammons, J., Folk, A. & Blocksidge, K. TILTing Research Assignments: Supporting Instructors to Develop Transparent and Equitable Assignments Workshop

Howard, D. & Prescott, G. LEAP Online: The wheel keeps on turning

Lacey, A. The information practices of the homeless

Bond, M. What's the point of a reading list?

Watkins, F. Are institutional or subject referencing style choices creating a barrier for students with a Specific Learning Disability?

Corrall, S. The Social Turn in Literacy Development and Education Strategy: Impact on Library Practice

Ball, C., Peach, T., Pennington, D. & Price, L. Are referencing styles an oppressive information practice?

Gill, N. & Springall, E. Making instruction more sustainable through collaboration and reflective practice

Carlyle, R. Building digital health literacy into existing services: a partnership approach

Long, J. & Hicks, J. Think Before you Link, a Fake News Redux: Identifying bias and misinformation within online source evaluation

Johnson, M. & Weeks, T. Embracing the bias: using theory to teach positional knowledge

Holmes, R. “How can hospital library staff support qualified nursing staff to increase their information literacy and improve implementation of evidence-based practice?"