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The purpose of this paper is to make a contribution to the theoretical and pragmatic positioning of critical information literacy by interpreting it in the light of epistemological shifts brought about by Web 2.0. Epistemological shifts are elaborated from educational and institutional perspectives as well as from that of scientific research.

This paper brings a theoretical analysis drawing on relevant literature for the purpose of identifying the grounds for the mapping of concepts associated with critical information literacy and participatory information environments. Based on descriptive analysis, the paper clarifies distinctions between/participatory/and /information bank/environments and identifies correlations existing between CIL and participatory information environments.

There are conceptual disagreements between IL as it was defined and perceived by Zurkowski and how it has to be perceived in the context of contemporary participatory information environments. Current environments are congruent with the core principles and values of critical information literacy and call for the reshaping of IL by introducing into it critical and transformative elements. Not technological aspects of Web 2.0 are crucial in this regard, but epistemological shifts.

Owing to the fact that Web 2.0 and critical information literacy share many similar features, information environments based on participatory technologies and services provide a context ideally suited for the application of the principles of CIL.

The paper highlights the correlating dimensions between Web 2.0 and critical information literacy and proposes that Web 2.0 makes necessary a more critical outlook on information literacy.

The paper highlights the correlating dimensions between Web 2.0 and critical information literacy, indicates specific differences between information literacy and critical information literacy and closes with the conclusion that Web 2.0 makes necessary a more critical outlook on information literacy.

This study aims to discern medieval information literacy (IL) practices through scrutiny of medieval manuscripts: both the content and the “marks of usage” evident therein.

Analysis of the writing of scribes. Engagement with selected primary texts (manuscripts) and prior scholarly investigations.

Ample evidence exists of the practice of IL in the medieval era, and how it was transmitted and negotiated across time and space. Popular guides for scholars, including Hugh of St. Victor's Didascalicon, and the marks of usage left on manuscripts by readers/scribes, are evidence of how members of scholarly communities engaged in collaborative metacognitive work, helping each other with tasks such as understanding the ordinatio (organisation) of texts; cross-referencing; locating information; and making judgments about relevance, amongst others. New practices were stimulated by key historical transitions, particularly the shift from ecclesiastical to secular settings for learning.

This is a preliminary study only, intended to lay foundations and suggest directions for more detailed future investigations of primary texts. The scope is Eurocentric, and similar work might be undertaken with the records of practice available elsewhere, e.g. the Arab world, South and East Asia.

Some previous work (e.g. Long, 2017) has investigated medieval scholarly communities by retrospectively applying notions from practice theory, but no prior work has specifically focused upon IL as the practice under investigation.

Taking as its starting point the view that information literacy (IL) and information literacy education (ILE) are essential for national, social and personal development in countries of the less developed world, this chapter looks at how context informs our understanding of the nature and process of IL and ILE in developing countries of the Asian region, with particular attention to Cambodia and Laos. The principal focus is on definitional issues related to cultural contexts. From the literature and from personal experience as IL/ILE trainers in SE Asia, we maintain that extant definitions and understanding of IL are principally North American in origin and focus, or largely based on the North American perception of IL and ILE. It was not until the mid-years of the first decade of this century that we saw formal recognition that IL competencies are being applied within cultural and social contexts, and that cultural factors are affecting information literacy. Our chapter contributes ‘on-the-ground’ support for this understanding. During the course of a series of IL/ILE workshops in Cambodia and Laos, a series of ad hoc focus groups was utilised to test the contextual effects on understandings of information literacy; contextualised definitions, each specific to and slightly different for individual countries, were developed. What emerged from the focus group discussions about IL was a series of definitional nuances highlighting these key points: (1) information literacy in definition and practice must be contextually grounded; (2) knowledge creation as a product of information literacy is both knowledge based and problem focused; (3) the contexts of a society must be understood quite specifically; and may be unique to each society; and (4) information literacy involves a continuum that comes from and at the same time enables new learning related to the contextual aspects of information. Given these points, we confirm that traditional definitions of IL are not particularly robust in the context of less developed Asian countries. Further, we conclude that local understanding of IL results in definitions aligned with the realities of specific societies. This in our view leads to more robust, contextualised information literacy education.

Today an estimated 500,000 personal computers have been purchased by Americans who use them at home and in a variety of small business applications. (Note: We define a personal computer as a small, relatively inexpensive, microprocessor‐based device which can be taken out of its box, plugged in and begin working immediately, as opposed to large computers which must be permanently installed, and/or require professional programming. We exclude microprocessor‐based devices whose only function is limited to the playback of packaged games.) Many market research services believe that personal computer sales will continue to grow rapidly, perhaps as fast as a 50 percent annual growth rate for the next several years. The impact of this new interactive information technology coming into the possession of perhaps millions of people can only be guessed at at this early juncture. To us, as librarians, one of the more perceivable results of the growing wave of interest in personal computers has been the proliferation of literature addressed to the personal computer user.

Purpose – The purpose of this chapter is to assess the avenues through which traditional notions of information literacy skills shape oral communication curriculum and to identify steps that can be taken to transform the experience of students in the public speaking classroom so that they are offered an opportunity to develop understandings of how they use information to learn.

Approach – This chapter engages in an analysis of teaching materials and best practice scholarship used in the traditional college public speaking classroom. An informed learning perspective is applied to this corpus to identify the ways in which an information literacy skills approach is reflected in current practice.

Findings – The analysis highlights the prevalence of an information literacy skills approach throughout the oral communication curriculum. Textbooks, assignment types and guidelines, along with grading rubrics and instructor feedback all perpetuate a skills approach. Outside class support, including peer tutors and library instruction, also contribute to a focus on information literacy over informed learning.

Implications – Informed learners are better prepared to engage and apply information across contexts and to use information to continue learning. Informed learners are reflective on the knowledge they gain through information use. Therefore, this chapter concludes that public speaking courses, along with the communication centers and libraries that support oral communication instruction, should embrace an informed learning approach to the development of course materials, assignments, and teaching.

Originality/value – Suggestions for reframing public speaking curriculum and support from the informed learning perspective are provided.

The concepts of ‘information literacy’ and ‘digital literacy’ are described, and reviewed, by way of a literature survey and analysis. Related concepts, including computer literacy, library literacy, network literacy, Internet literacy and hyper‐literacy are also discussed, and their relationships elucidated. After a general introduction, the paper begins with the basic concept of ‘literacy’, which is then expanded to include newer forms of literacy, more suitable for complex information environments. Some of these, for example library, media and computer literacies, are based largely on specific skills, but have some extension beyond them. They lead togeneral concepts, such as information literacy and digital literacy which are based on knowledge, perceptions and attitudes, though reliant on the simpler skills‐based literacies

The hypothesis goes like this. If document supply centres could cut the cost of filling requests for journal articles, and continue to charge the same price for their service, publishers of the journals could share in the resultant increase in profits. One way to cut costs, the hypothesis continues, may be to replace the labour‐intensive photocopying procedures currently practised at the supply centres with document delivery on CD‐ROM. The new technology could also enhance publisher/library relationships by improving the scope of service to library users.

Test evaluates feasibility of CD‐ROM as document supply medium. The hypothesis goes like this. If document supply centres could cut the cost of filling requests for journal articles, and continue to charge the same price for their service, publishers of the journals could share in the resultant increase in profits. One way to cut costs, the hypothesis continues, may be to replace the labour‐intensive photocopying procedures currently practised at the supply centres with document delivery on CD‐ROM. The new technology could also enhance publisher/library relationships by improving the scope of service to library users.

Tuesday 13th December 1977 was a cold, damp day in London, but the staff of the registration desk at the Tara Hotel soon got warmed up as over 400 delegates from twenty‐four countries arrived to collect their preprints volumes and attendance lists.

This chapter aims to explore representations of information literacy and media literacy in Singapore’s educational discourse as part of its 21st century skills framework. Currently, information literacy and media literacy co-exist in Singapore’s education discourse but there is no related work attempting to clarify these two concepts in Singapore or to bridge them to propose an overarching framework. In what ways are these two terminologies identical or different in the local education context? We try to answer this question through reviewing relevant official documents. We start with a review the literature on the global scale regarding information literacy and media literacy. Then, we focus on Singapore to explore how various governmental agencies defining information literacy and media literacy. This chapter, in other words, is a result from a pilot study to understand how information literacy and media literacy is defined and understood in Singapore’s education system.