From Information Literacy to Social Epistemology

<p>Section A: Introduction and background</p> <p>Chapter 1. Introduction to the book as whole: a) a critical overview of issues and constructs, particularly the digital age, and digital participation; b) the notion of information literacy and the UNESCO human rights model; c) brief overview of epistemological development, critical thinking and metacognition and how these relate to IL and digital participation; d) summary of the structure of the book to follow.</p> <p>Chapter 2 Information literacy in adult returnee students</p> <p>Section B: Psychological and educational constructs related to information literacy</p> <p>Chapter 3 Epistemological development and information literacy</p> <p>Chapter 4 Metacognition, critical thinking and information literacy: here we consider psychological research on metacognition and critical thinking, summarise it and consider its implications for the processes involved in IL</p> <p>Chapter 5 Study skills, pedagogy, constructivism, transformational learning, and information literacy</p> <p>Section C: The contributions from librarians and library organizations; definitions, models and standards for information literacy; current developments in IL; critique and suggestions from psychology and pedagogy e.g. social constructivism as the theoretical basis for particular teaching practices, approaches; IL and lifelong learning</p> <p>Chapter 6 The ACRL revised standards for IL in higher education</p> <p>Chapter 7 Curriculum for IL.</p> <p>Chapter 8 UNESCO formulation of IL and the move to a Media and Information Literacy formulation;</p> <p>Section D From Information literacy to social epistemology</p> <p>Chapter 9 Synthesis and conclusions.</p>