http://jil.lboro.ac.uk/ojs/index.php/JIL Journal of Information Literacy (JIL) is an international, peer-reviewed, academic journal that aims to investigate Information Literacy (IL) within a wide range of settings. Papers on any topic related to the practical, technological or philosophical issues raised by the attempt to increase information literacy throughout society are encouraged. JIL is published in electronic format only. The aim of JIL is to investigate and to make generalised observations on how Information Literacy impacts on organisations, systems and the individual. While recognising the firm foothold already established by IL in the Higher Education sector, the editorial board, seeks to consolidate and extend this to a wider educational audience. Furthermore the board welcomes ever-wider interpretations of IL that extend its theoretical interpretation and practical use beyond the educational arena and across national frontiers. Refereed papers (Max. 7000 words) can be either practical or theoretical in their approach. Practical papers can document current or recent work or ideas in progress. Theoretical papers should have an assured academic basis and an analytical approach. Each issue, in addition to refereed papers, contains other items such as, short response papers, commentaries, research proposals and reviews of relevant literature i.e. books, web sites, VLEs, etc. Conference and seminar reports should be discussed with the editors in advance of submission, although an invitation to submit does not in any way guarantee publication. JIL encourages contributions that fall outside the above scope provided they are considered highly innovative. en-gb Thu, 29 Jul 2010 01:00:07 GMT Thu, 29 Jul 2010 01:00:07 GMT DC2RSS R.E.Stubbings@lboro.ac.uk http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/26 Wed, 19 Dec 2007 12:00:00 GMT This article describes and discusses the principles behind the preparation by staff of the Information Services Directorate of Cardiff University of the Handbook for Information Literacy Teaching (HILT). The Handbook aims to equip staff with techniques to promote information literacy, to prepare learning outcomes and to deliver and evaluate appropriate learning experiences within teaching schools in the university. The 2006 edition of the Handbook, which runs to 130 A4 pages and is available to subject librarians in both paper and web format, has been revised in the light of both internal and external evaluations. A number of higher and further education establishments and the library of a government department have taken part in an external evaluation and the results of this are presented. The findings on the transferability of the Handbook to organisations outside Cardiff University are discussed and presented. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/27 Tue, 16 Sep 2008 11:00:00 GMT PurposeThe purpose of the study was to establish the relations between two important roles of school library media (SLM) specialists: cooperation with teachers and provision of information literacy programs to students.   MethodologyOne-hundred thirty eight library media specialists employed in Israeli high schools replied to several questionnaires developed specifically for this study.  Factor analysis extracted three factors for collaboration with teachers (provision of learning resources, expertise in digital information and curriculum planning) and three factors for librarians’ educational role in the provision of  information literacy to students (teaching information literacy skills, fostering independent learning skills and conveying ethical standards for information use). Additional statistical tests were used to determine the extent of SLM specialists’ involvement in the different roles and the correlations between the various factors.  The study examined also the impact of background characteristics on librarians’ educational roles. FindingsThe results indicate that an ongoing relation with teachers, particularly in the provision of information resources, is highly correlated with the teaching of information literacy programs to students. Advanced technology in the school library media centre facilitates higher-level cooperation with teachers as well as higher involvement in information literacy educational programmes.  Practical ImplicationsThe study shows that information literacy programs benefit from the collaboration between librarians and teachers.  The statistical analyses indicate which aspects of librarians’ roles should be expanded in order to facilitate cooperation with teachers and elevate librarians’ involvement in information literacy programmes.   OriginalityUnlike previous studies, this paper addresses directly the relationship between collaboration with teachers and provision of information literacy programmes, and its conclusions contribute to the generalization of previous findings. This is the first study  of Israeli school librarians’ practice of educational roles. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/24 Wed, 19 Dec 2007 12:00:00 GMT Information literacy is often linked to life-long learning, but few colleges and universities reach out to the institutions that supply their students or admit their graduates.  For this reason, Ventura County (California) educational institutions organized a summit to examine the state of information literacy, identify information literacy gaps within and across educational institutions, identify potential information literacy collaborations within and across educational institutions, and identify needed educational opportunities in the area of information literacy for educational institutions.  Summit participants included librarians, faculty, teachers, and administrators from high schools, community colleges, and universities.  The article focuses on summit content, format, activities, and outcomes.  The summit’s unique format to stimulate dialogue, rather than just show participants how to do information literacy, was extremely informative.  It was clear that expectations did not match what was actually being taught, or even believed to be taught, at other institutions.  It was also clear that particular participants were doing some great things, but had never stopped to talk about them with their colleagues let alone others outside their institution.  As a result, the event has led to several successful collaborations as well as some unexpected benefits for the academic library that hosted it. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/4 Tue, 24 Apr 2007 11:00:00 GMT PurposeThis paper reviews the implementation and impact of an Information Literacy Training course at the University of Dar Es Salaam in Tanzania. The purpose of the research which is described was to determine the effectiveness of different methods of assessment for teaching information literacy.MethodologyThe focus of the paper is an analysis of student learning through quizzes, exercises, reflective discussion and student presentations. The training lasted seven days and involved Masters Students from the Faculty of Education. Data was collected via quizzes, exercises and group reflection and presentations that related to each stage in the course. The data were used to see whether the overall method of training was effective and also to see whether these assessment tools were useful in themselves. The approach was primarily qualitative.FindingsThe course, judging from the various forms of feedback, was effective. Student feedback enabled us to learn about the ways in which each of our teaching methods contributed to the student learning experience. The integration of knowledge from information behaviour research, educational theory and current Library Science perspectives on information literacy also proved valuable in developing the curriculum.Practical implicationsThe students themselves appear, from the data collected, to have learnt from the course. The librarians who taught the course were able to use the feedback and experience to run subsequent courses. Hence it proved successful in terms of knowledge transfer and enabling the development of information literacy trainers. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/5 Tue, 24 Apr 2007 11:00:00 GMT PurposeThe purpose of this study was to encourage Sport & Exercise Level 1 students to use the discussion board facility in the Blackboard Virtual Learning Environment (VLE) in order to engage them in online collaborative learning of This was achieved by using notions of scaffolding, reflection and situated learning in delivering the information literacy (IL) elements of the programme. Delivery of the programme was carried out in a blended fashion (a mix of face-to-face and online interventions). The study is part of a PhD pilot study and a Learning & Teaching Fellowship project undertaken by the main author. information literacy.MethodologyThis was a quasi-experimental design using both qualitative and quantitative strategies. Qualitative data was gathered via: capturing student postings and examining their content; a questionnaire administered at the end of the module and from Focus Group responses. Quantitative data was gathered via pre and post delivery tests and by calculating numbers of postings and time taken by students to make initial postings.FindingsThis paper indicates that it is possible to engage students in even the most detailed aspects of IL (for example, breaking down a URL as a criterion for evaluating a web site or where to place commas in a reference) if the appropriate tasks (involving active hands on, collaborative working), settings (within a subject based module during a timetabled session) and assessments (task based with some form of evaluation and reflection) are used. Discussion board output captured via VLE provides a rich insight into what students learn as they tackle IL online activities. From the tutors’ perspective the process of iteration used in the evaluation activities was successful and was an unanticipated outcome of the delivery. It can be seen that by seeding online discussions with student comments ‘moments of iteration’ were provided which enabled IL learning to be articulated in increasing detail.Practical implicationsWe feel that the study shows that IL programmes underpinned with a productive collaborative relationship between support services and faculty is central to successful delivery. Scaffolded learning has two benefits: as a successful pedagogical technique within online collaborative learning (OCL) and as a mechanism for realising the iterative process within IL itself. A new process map showing how to structure this within the Blackboard discussion board facility is put forward for the purposes of improving future delivery and providing the basis for further research. However, the research also revealed that more work is required both in terms of courseware development and in articulating more robust techniques for analysing discussion content.OriginalityProviding learning opportunities via means of online collaborative learning to level 1 Sport & Exercise students is a novel approach to the delivery of IL in the university sector. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/6 Tue, 24 Apr 2007 11:00:00 GMT This paper aims to explore the effectiveness of using Macromedia Captivate to deliver remote information literacy instruction to large groups of students at Coventry University via the virtual learning environment, WebCT. We present the results of a case study based on the use of Captivate tutorials by undergraduate business studies students. Created by library staff for a specific business module, the usage and effectiveness of the tutorials is analysed. We discuss why the take up of the tutorials was not as great as expected and assess the overall usefulness of remote, online tutorials within the information literacy toolkit. The advantages and disadvantages of using Captivate and similar products are discussed. The paper has practical value for library and information professionals seeking to use online tutorials to deliver information literacy instruction. The paper highlights the possible pitfalls of using such a method within a virtual learning environment, such as WebCT. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/7 Tue, 24 Apr 2007 11:00:00 GMT This article describes how the Manchester Metropolitan University (MMU) Library has integrated interactivity into its information literacy (IL) training. Research has shown that interactivity is an important aspect of enhancing the learning process and this has been recognised in MMU’s InfoSkills training programme. This paper will consider the theory behind adult learners and preferred learning styles and will illustrate specific examples of how MMU has included interactivity into its sessions.InfoSkills at MMU is taught through a variety of different methods, for example, lecturing, workshops and hands-on computer work. However, each of these alone is not enough and must be combined with other practical approaches in order to make training truly effective. Regardless of environment or technology available, active participation within MMU’s InfoSkills sessions is key to enhancing students’ independent learning. Although IL trainers at MMU have access to new technologies such as interactive whiteboards and voting pods, these are not always accessible in every teaching location and so this article also refers to low-tech alternative methods. This paper hopes to provide practical ideas for engaging students in interactive IL sessions that may inspire other IL trainers. It also gives information about future developments the InfoSkills team will be making in this area. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/8 Tue, 24 Apr 2007 11:00:00 GMT This article explores the development of an online learning area including context and process of the development. Key features of the learning area are outlined. An analysis of the information needs of nurses highlighted a demand for information literacy training. The development of the learning area was a collaborative process involving library staff and lifelong learning staff. The learning area uses a variety of techniques to appeal to a range of learning styles. Feedback about the learning area has been obtained and ongoing development of the learning area is planned. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/9 Tue, 24 Apr 2007 11:00:00 GMT This paper outlines the aims and methodology of the Information Literacy Resource Bank (http://ilrb.cardiff.ac.uk) project. The Resource Bank has been developed to help meet the challenge of embedding information literacy into the taught curriculum at Cardiff University. It contains “bite-size” interactive tasks, images, diagrams, cartoons and short tutorials which each focus on a particular information literacy topic. Hosted on the University’s web pages, they can either be used in situ or downloaded and inserted into the tutors’ own resources in BlackBoard, PowerPoint or even printed handouts. The intention is that the learning objects are suitably granular for integration, as required, within different teaching environments and are adaptable to the many different approaches to embedding information literacy. After describing the background and development of the Resource Bank, the authors evaluate, through case study examples of their use, whether the resources are truly re-purposable and whether the resources can be regarded as a successful source of support for embedding information literacy into teaching programmes. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/10 Tue, 24 Apr 2007 11:00:00 GMT The purpose of this article is to describe and reflect on an intervention, delivered within PSHE (Personal, Social and Health education) lessons, which had the aim of integrating the teaching of learning styles and information literacy within the curriculum. The project took place at Malvern Girls’ College (now Malvern St James school), a secondary boarding school for girls. Firstly, the aims and rationale of the project are provided. The nature of the intervention, and the way in which learning styles, information literacy and pupil research projects were integrated, are discussed. Relevance to the PSHE curriculum and information literacy is explained. The paper concludes with a reflection on the positive outcomes from the project, and notes possible future developments. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/13 Wed, 19 Dec 2007 12:00:00 GMT  Purpose: Following an first-time opportunity to run a face-to-face workshop with Computer Science First Years the self-imposed brief was to use activities that captured their imagination, be innovative, yet within the author’s technical capabilities. A course wiki, or mass collaborative authoring tool, was an obvious choice for this community. Methodology/approach: The paper reports on observations of two groups; the first observation discusses students use of a course wiki in a face-to-face information literacy session, the second discusses use of a separate wiki by a group of information professionals at a CPD event. Findings: The Computer Science students engaged with the wiki and associated activities and posted some very interesting comments. Encouraging reflection in class following an activity allows a teacher to gauge understanding and just as importantly, to elicit student views. The ability to post anonymously is welcomed by students and teacher alike and mitigates against a cohort going mute when a question has been posed. Whilst using a wiki with Computer Science First Years was extremely successful, mixed results were achieved with a much less homogenous group of information professionals at a CPD event. Originality/value of paper: Wikis are increasingly being used in education and in libraries and in some cases in library education or information literacy. Whilst examples of these can be easily found there is an apparent dearth of writings on how wikis might be used in a face-to-face information literacy session. This article reports on the experience of using a wiki in two different IL scenarios. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/14 Wed, 19 Dec 2007 12:00:00 GMT Purpose:  Reviews e-literacy in the context of Internet use and non-use by older people.  Discusses the perceived barriers to Internet use and provides suggestions as to how the “grey” digital divide can be reduced. Methodology: Reviews literature but draws heavily on survey research conducted in Derbyshire and Scotland. Findings: Although the United Kingdom (UK) population is currently ageing and the use of the Internet amongst adults is increasing, current national statistics indicate that older people make up only a small proportion of those online, resulting in what can be aptly described as a “grey” digital divide. Existing literature indicates that older people are missing out on the enormous potential the Internet has to benefit their lives.  Without access, older citizens are rapidly becoming disenfranchised.  Perceived barriers to e-literacy include lack of interest, feeling too old, fear of new technology, lack of access to IT, lack of IT skills and experience, cost, concerns about security, and problems associated with disability. Originality:  Previous studies have examined Internet use by different sectors of the population, including older people. This paper brings these findings together and offers recommendations for increasing e-literacy in the context of Internet use among older people. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/15 Tue, 10 Jul 2007 11:00:00 GMT The paper focuses on the use of a Personal Response System (PRS) as a tool for engaging students during initial library induction sessions. The Personal Response system is an interactive tool that is appropriate for a wide range of learning and teaching activities. The PRS works by each student (or group of students) responding to questions or statements using a handset. A virtual library tour created by Kingston University library staff was developed interspersed with the use of the PRS. The paper explores the background to the development of this virtual tour and the use of the PRS in information literacy sessions prior to the introduction in the library induction sessions. It reflects on the advantages of using this technology and the benefits for both staff and students. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/16 Tue, 10 Jul 2007 11:00:00 GMT This paper aims to identify the value of the virtual world Second Life, and the educational facilities available in EduNation within Second Life, specifically as regards their use for information literacy in Higher Education. The author identifies potential benefits and drawbacks of Second Life and EduNation, and concludes that they do have potential value. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/17 Tue, 10 Jul 2007 11:00:00 GMT This article describes Phase 2 of the ICT Skills project, which used the WebCT Virtual Learning Environment to deliver information literacy and IT Skills training materials to 2nd and 3rd year undergraduates at the University Of Birmingham. It describes the aims of the project, the development of learning objects in conjunction with partner schools, responses from the wider academic community, and feedback from the Information Literacy practitioner community. It also discusses the problems and issues surrounding embedding Information Literacy learning objects within the curriculum and the student experience. The authors conclude by identifying the beneficial outcomes of the project. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/20 Tue, 10 Jul 2007 11:00:00 GMT  The aim of this article is to share experiences of developing an information literacy programme for NHS healthcare staff who require preparation for higher level study and for those without recent formal learning experiences.  Initial evaluations concluded that the course was very clinically centred with a high number of nurses attending with a variety of needs.    A more learner-centred, blended approach, including e-learning and self-study materials that will widen participation to non-clinical staff, support life-long learning and provide transferable learning is recommended. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/28 Wed, 19 Dec 2007 12:00:00 GMT Purpose: In this study, we sought to describe information literacy success outcomes for students who participated in a university course where university librarians and teaching faculty collaborated in all aspects of the course including; curricular development, assignment development, in-class teaching, office hours for individual student development, and assessment activities. The authors wanted to examine student success in attaining information literacy skills following this one semester course. Further, the authors wanted to determine what difficulties in achieving expected information literacy levels persist even after intensive collaborative instruction.  Finally, the authors wished to describe the challenges of these collaborations. Methodology: The focus of this study was to determine changes in first-year university students’ information literacy knowledge and skill following a thirteen week university preparation course that was developed through strong collaboration between university librarians and teaching faculty.  Students entering their first semester of university were tested on their information literacy skills without feedback.  They then took part in the required course and were post tested in the last week of the semester. Findings: Student showed strong increases in information literacy from this collaborative approach.  In addition, teaching faculty and librarians felt positive about the collaborative experience.  However, some students showed misunderstandings about information literacy that requires further research. Originality and Practical Implications: Our unique contribution here is our description, experiences and detailed outcomes with a collaborative process to teach information literacy. Based on our experiences here, we believe that collaboration will work best if it is planned at a curricular level, if the librarians are truly integrated into the classroom, if the librarians provide input on assignments and help with student feedback, and if targeted information literacy knowledge is tested.   This planning takes time, but the librarians offer unique contributions and insight into issues surrounding information literacy that may not be obvious to faculty instructors.  In our study, we also found that students confuse assignment requirements with general information literacy standards and those teaching information literacy need to be aware of these confusions.  Finally, integration of librarians into college/university courses has benefits in terms of increases in student information literacy and increases in librarian knowledge of faculty expectations. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/30 Tue, 16 Sep 2008 11:00:00 GMT The University of Puerto Rico (UPR) is the oldest and largest university on the island of Puerto Rico.  With 11 campuses distributed along the island the institution has a student population of over to 64, 000 undergraduate and more than 5,000 graduate students, with close to 20,000 FT & PT faculty.  The institution offers a full spectrum of programs throughout its campuses from certificates, associate and bachelor degrees, to Masters and PhD. programs.  The article gives a general description of the UPR’s libraries’ information literacy (IL) programs at 8 of its 11 campuses.  A search of the resent library literature revealed that nothing has been written about the information literacy programs of the libraries of the University of Puerto Rico library system.  This article gives a report on the state of these programs as of the spring of 2007 http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/42 Tue, 16 Sep 2008 11:00:00 GMT Purpose: While the need for comprehensive information literacy in today’s society is becoming increasingly apparent, and initiatives abound within local, regional, national and international educational venues, there is evidence that information literacy within higher education today is failing to meet its dual intentions of becoming credible within the academic community and pervasive within university programs. The goal of this paper is to present a more rigorous approach to information literacy as a credit-bearing discipline.Approach: Following a literature review, the paper will propose an educational rationale for information literacy as a discipline.Practical Implications: If a proper educational rationale can be determined for information literacy, this can become the basis for actual information literacy credit programming within institutions of higher education.Originality/Value: While the idea of information literacy as a liberal art or a discipline is not new, this paper is the most comprehensive attempt to date to provide a rationale for information literacy as a credit-bearing discipline. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/46 Tue, 16 Sep 2008 11:00:00 GMT The article reviews a visit to Washington DC in October 2007 with the main initial purpose of presenting a PPT on the work of the Scottish Information Literacy Project to the (US) National Forum on Information Literacy. The scope of the visit was greatly extended to include meetings with leading US information literacy activists and a visit to the National Library of Medicine (NLM).  The meetings and visits showed the US to be well in advance of the UK in the area of media literacy and yielded important information about the situation in higher education. NLM offerd very advanced and informative perspectives on health literacy. These finding will be used to inform the work of the Scottish Information Literacy Project and develop new initiaitves especially in health and media literacies. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/60 Fri, 19 Dec 2008 12:00:00 GMT This paper represents a starting point in an information literacy research project by academic librarians in a UK university. The research project explores ways of enabling and encouraging quality student reading through the development of a University Reading Strategy, a set of best-practice ideas and guidelines drawn from discussions with academics, support staff and librarians. The purpose of the paper is to review current issues around reading, particularly in the HE sector, in contemporary literature. The literature review is intended to provide a backdrop for the research project, giving benchmark information against which the developing Reading Strategy may be considered. The literature review considers the UK Government’s current agenda for enhancing skills levels throughout the adult population. Economic and social challenges to traditional understandings of autonomous learning in HE are reflected in changes in learning and reading styles, and in the changing use of academic libraries. Alongside this the digital environment, within which most young people are comfortable and competent, continues to change reading habits and demand different information seeking skills. Public and academic libraries have to find ways to survive and grow in the new Web 2.0 world. Academic learning through new modes of reading has to be increasingly recognised. In spite of these changes the printed book remains a key element in academic library services. Students continue to demand print texts and the textbook market appears to be thriving. This literature review suggests that traditional reading skills remain at the heart of university education, but that new modes and media for reading can be used creatively to enhance student learning. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/67 Fri, 19 Dec 2008 12:00:00 GMT Purpose: This exploratory study sought to investigate how the information literacy process and the writing process may simultaneously be experienced by international students working at both the graduate and undergraduate level. Any connections or intersections that were observed between the two processes were described with an eye towards informing the practice of academic librarians who work with non-native speakers of English. The investigation was framed by a language learning perspective. Methodology: This study used a mixed-method approach. Investigation of the international graduate students who were non-native speakers of English took place through the use of an online survey that consisted of open-ended questions. Investigation of the international undergraduate students who had more limited proficiency in English took place through quantitative means, whereby samples of their produced output on a writing assignment were collected by the researcher and assigned numeric scores indicating both their writing abilities and their information literacy abilities. Findings: Evidence of information literacy and the writing process taking place simultaneously was found for both graduate and undergraduate students who were non-native speakers of English. The graduate student group showed a strong connection between the two processes as they described intersections at critical junctures during the writing of their research essays. They engaged in library practices that can also be viewed as language learning experiences. Undergraduate students who were non-native speakers of English also engaged in both processes simultaneously but no strong correlation was found between the two sets of scores. Originality and Practical Implications: Library literature offers us some information on the information literacy needs of international students but it does not offer any in-depth study that examines how the processes of information literacy and writing may be connected for this particular group of users. In framing a closer look at how these processes appear through a language learning lens, academic librarians may learn how to work more effectively with these students. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/87 Fri, 19 Dec 2008 12:00:00 GMT Purpose: The purpose of the InfoZone initiative was to develop a successful non-credit bearing combined Library and IT induction, to entice students into Library and IT facilities, and introduce them to basic services and information literacy skills early in their HE career. The aim was to navigate students through an ever growing and confusing mire of information and systems, to provide them with the basic tools needed for their first few weeks at University, and in so doing support the University’s retention programme. Methodology: This paper reports how librarians embraced new methods of working to deliver general Library and IT inductions. Evidence suggests that these new methods including project management, marketing and user engagement assisted the success of this initiative in the continual attendance of students from 2003 onwards. Findings: Evidence gathered from the past six years of the project suggest it is possible to create a basic combined Library and IT induction which students will attend and benefit from at the start of their courses. The article recommends that by constantly gathering attendance statistics and qualitative feedback from students and staff involved in such an enterprise, the proactive and continual improvement to the delivery of such inductions will occur. Originality/ Value of the Paper: This paper offers an innovative and engaging formula for the successful delivery of non-credit bearing combined Library and IT induction. This paper also shows InfoZone to be an annual project which needs flexibility to adapt to the ever changing information landscape. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/104 Tue, 16 Sep 2008 11:00:00 GMT Introduction and objectives: From the vantage point of user studies and information literacy paradigm, an empirical case-study has been carried out (at the University Jaume I, Castellón, Spain) in order to establish a diagnosis of the information behaviour of translation students. It is hoped that this study will serve as a basis for the design and subsequent implementation of programs of instruction (within the paradigm of Information Literacy) specific to this interdisciplinary field. Methodology: The study is located within the qualitative paradigm, using the technique of focus group interview. Two focus groups were made up of students from different stages of their academic career. Results: A positive evolution is identified within the student group (from first to third cycle) as regards the successful acquisition of information skills. Differences are observed concerning information skills, knowledge and values between the translation students of the different cycles. Conclusions: The study highlights the progress registered by the translation students in their information competence and the resultant conceptualization: a development from knowledge towards strategy and lifelong learning. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/127 Fri, 19 Dec 2008 12:00:00 GMT Purpose: This study investigates the perceptions of academic librarians to the development and delivery of information literacy support programmes for off-campus students. Methodology / approach: The approach was predominantly quantitative, with a self completed questionnaire being designed and disseminated to a purposive sample of academic librarians in Ireland with responsibility for information literacy development at their institution, to determine their approach in supporting off-campus students, and how this relates to their role in developing information literacy. The questionnaire also examines current practice in terms of library teaching methods and library support for remote students. Institutions chosen were from the university and institutes of technology sector in Ireland and the National College of Ireland. A literature review was carried out focusing in particular on international examples of best practice. Findings: The results indicate a low level of academic librarian involvement on off-campus academic programmes and minimal collaboration between teaching staff and librarians in relation to planning, design and delivery of these courses. However, the findings do, reveal a willingness on the part of most academic librarians to take on additional responsibilities and new roles implicit in the support of off-campus students, if adequate support and resources are provided. The results indicate that there is a lack of knowledge and low level of awareness amongst librarians when it comes to educational theory. Very little pedagogical training is provided for academic librarians involved in teaching information skills. The findings also reveal that non campus based learners are generally being supported through traditional means, with new technologies (online information literacy tutorials, VLEs, eReference services), innovative communication tools and teaching aids not being exploited to the full by Irish academic libraries as a means of support. The paper also includes selected free text comments from survey respondents, which provide further qualitative information, on their viewpoints on information literacy development for off-campus students. Originality / Practical implications: A survey to determine the attitude of Irish academic library managers to information literacy support for off-campus students and a review of current practice in terms of teaching methods and support has not been conducted before in Ireland. The findings and recommendations are likely to be of interest and of potential value to Irish academic library practitioners and policy makers and will inform future research to contribute to the development of information literacy in the Republic of Ireland. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/138 Fri, 19 Dec 2008 12:00:00 GMT Purpose: This article sets out to describe part of the design process in the construction of a new search interface for academic users of The British Education Index and to make some recommendations for interface design and subsequent user support. Methodology: Data and experience from four user trials of a prototype version are reported and discussed in relation to a broadly constructivist conception of information literacy in practice. Findings: There were different purposes and different levels of skill and experience among the professional users in the study. Their actions, comments and suggestions during and following the user trials suggested that the diverse information literacy practices they demonstrated could be enhanced if on-screen clarity and consistency of terminology were improved. The results suggest general recommendations about improvements to the interface and subsequent support in help pages, the web context and training sessions. Such changes can be understood as positive attempts to support and enrich the information literacy practices of research professionals by providing a better search context. Originality and Practical Implications: The enquiry reported was a pragmatic exercise to increase the value of a planned service, informed by a theoretical assumption that the information literacy practices of the users were context-bound and specific to each individual and to the individual's purposes. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/151 Fri, 19 Dec 2008 12:00:00 GMT The topic of information literacy seems dominated by themes at the formal end of the spectrum, such as academic collaboration and defining information literacy. In practice however, teaching and promoting information literacy happens at a number of levels. In particular, frontline paraprofessional staff often provide ad-hoc information literacy training within the context of functional interactions with library customers, although this aspect of information literacy is largely absent from the literature. Taking examples from the author’s workplace experiences within a UK higher education library, it is argued that paraprofessionals can play a valuable role in promoting information literacy, bridging the gap between formal teaching sessions and the learning needs of individual students. Day-to-day encounters between customers and library staff can provide opportunities to embed information literacy within the library experience. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/152 Fri, 19 Dec 2008 12:00:00 GMT Purpose: This paper considers the concept of an information literate school community (ILSC) and approaches to information literacy instruction appropriate to secondary schools in Malaysia. Methodology: The paper examines the literature to determine the conditions that need to be in place in order to create an ILSC, and benchmarks for determining how well a school is progressing towards an ILSC. Different approaches to IL education are outlined and a case study of project based learning in the history curriculum is highlighted. Findings: The project based learning approach in the history curriculum for 13-15 year olds does not ensure good information literacy skills if library instruction is not embedded. A digital library of the students’ history projects is being developed to encourage improvements in students’ work. Originality: This paper offers an insight into how Malaysian schools approach the task of developing student information literacy and their progress towards becoming ILSC. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/159 Fri, 19 Dec 2008 12:00:00 GMT Independent learning and critical thinking are perhaps equally blessed and cursed in the academe. As management academics we strive to foster these capabilities in our students, particularly our undergraduates, and we are often frustrated by our lack of success or impact. The thesis of this paper is that information literacy frameworks provide a ‘way in’ to constructing engaging, independent learning journeys as summative and formative assessment tasks. A model for doing this is proposed using the Australian and New Zealand Information Literacy Framework. A case study is then provided of how this approach was applied in an Operations Management subject at The Queensland University of Technology, Australia, in a partnership involving academics and library staff. Far from being merely about library skills, the conclusion of the paper is that information literacy offers a rich platform for fostering independent learning and critical thinking that has for too long been ignored or undervalued. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/188 Thu, 10 Dec 2009 12:00:00 GMT This paper explores the perceived commonalities between information literacy (IL) and knowledge management (KM) and the different contexts in which the two areas of theory and practice manifest themselves. It approaches the study in terms of, first, the widespread interest in KM within the Library and Information Services (LIS) community; second, the belief, supported by research into workplace IL, that IL and the fostering of an information literate workforce are key components in any KM initiative; and, third, the LIS profession’s long-standing interest and expertise in IL instruction. KM is put into context with reference to two publications by Standards Australia and from this the main functions of a knowledge manager are delineated. It is suggested, with reference to IL in higher education and workplace contexts and to well-articulated models of knowledge transfer, such as SECI, that there are significant commonalities between IL and KM but that there are equally significant differences between the two. The paper argues that research in each domain can inform the other but that IL represents a fraction of the KM domain, so attempts to conflate the two may cause confusion rather than providing a pathway for information professionals and others pursuing workplace IL. Finally the paper provides recommendations for further research and suggests a scalar approach to conceptualising KM and IL practice. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/189 Fri, 25 Jun 2010 11:00:00 GMT This paper introduces a model of information literacy which maps the activities that students undertake against Bloom’s taxonomy of cognitive skills. Firstly, the paper summarises the authors’ underpinning research in this area. Secondly the paper proposes a model of information literacy and compares this with existing models of information literacy. Thirdly, each stage in the proposed model is articulated in more detail and the required cognitive skills for each stage are identified. Finally, the paper examines the implications of the model on how, and by whom, information literacy is delivered and supported in an academic context. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/209 Thu, 10 Dec 2009 12:00:00 GMT Bruce, Edwards and Lupton (2007) define the "relational frame" of information literacy (IL) education as one within which all other frames can be integrated, from the "content" and "competency" frames which are based on objective measures, through learning-based frames which are subjective, to an intersubjective, social impact frame. Put more simply, they propose that IL education and application can and should vary in form depending on the context. Through analysis of the critical and social theory which supports Bruce et al’s ideas, and through a brief case study of a postgraduate course built from these theories, this paper proposes that the relational frame of IL can, and should, be applied to the teaching of "multiliteracies". If relational IL education means, for example, that students should experience variation in their approach to information searching and evaluation, then this implies they must be able to understand underlying value systems which provoke such searches, like environmentalism or religion. The relational frame of IL therefore serves as a bridge between IL and multiliteracies. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/210 Fri, 17 Jul 2009 11:00:00 GMT The purpose of this research was to establish the baseline information literacy of incoming postgraduate research students, which in turn could inform the development of information literacy provision to support research. Evidence Based Librarianship and Information Practice (EBLIP) underpinned the methodological framework. An online survey questionnaire, information behaviour observation and a focus group formed the triangulation of methods used in data collection. Findings identified a wide variation in information literacy within and across disciplines; deficiencies in the ability to trace current and ongoing research; difficulties in the conceptualization of research questions and literal rather than lateral thought. However, it must be noted that the non probability nature of the purposive sampling for the survey questionnaire results in data which cannot be extrapolated to other populations. As this study was used to satisfy the partial requirements of an MLIS degree, the constraints of the thesis necessitated the truncation of the EBLIP process, so that the implementation steps were not included. Nevertheless, this study’s contribution to the field of enquiry lies not only in its feasibility as a practical application, but it also in the contribution it makes in an area where a research deficit has been identified (Corrall 2007; Research Information Network 2008). http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/212 Fri, 17 Jul 2009 11:00:00 GMT This paper describes integration of IL as a thread running through the environmental sciences curriculum at Newcastle University. A variety of IL activities, including skills development, reflection and assessment, were piloted within existing modules between 2005 and 2008. Discussion groups and learning logs were used to draw out student perceptions of their experiences and to investigate the students’ concept of IL as a graduate attribute for life. Student self assessments were considered in the light of independent analysis of their IL abilities. Students’ responses show that embedding the assessment of information literacy can play a crucial role in engaging students with the concepts involved, so that as well as learning specific skills, they have the opportunity to develop a wider awareness of the information environment. Continuing assessment of the value and effectiveness of these interventions has also supported the learning processes for staff involved in the implementation.  http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/213 Fri, 17 Jul 2009 11:00:00 GMT The project, funded by the Teaching Enhancement Forum at the University of Leicester, aimed to develop medical students’ information literacy by embedding it directly into their course at the point of need using Web 2.0 tools rather than providing generic training.  Students would then build their own personal learning environments which they would take with them throughout their degree course and eventually into their medical careers.  The project ran over nine months and was intended to kick-start a change of practice in how the library delivers its information literacy training. The Library is still at the initial stages of discovering how it can use Web 2.0,  many of the benefits of Web 2.0 come from an accumulation of resources and development of networks over time. The long-term goal of information literacy is to enable students to find and assess research materials independently. The structure of the modules only had short-term projects and goals for the students. This meant that realistically the library had to shift the original focus of the project towards using Web 2.0 tools to tailor library and Internet resources for the students and by doing so raising their awareness of these resources.  The resources developed were popular with the students and the course tutor reported an improvement in the range of their reading.  However, there was no perceptible change in the way the students worked nor did they use the Web 2.0 communication tools provided to enhance their learning. For the Library’s information skills training to be effective and to go beyond just providing search tools, information literacy and the Web 2.0 technologies need to be written into the course itself rather than as an adjunct.   http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/214 Thu, 10 Dec 2009 12:00:00 GMT This paper presents the preliminary findings of research examining the information seeking of parents. It is the belief of the author that information seeking theory is an important foundational concept of information literacy. The hope is that this investigation, which focuses on the everyday life information seeking of parents, will help to add a different perspective to the concept of information literacy and how it can be relevant to everyday life. The research has been carried out as part of a PhD project and primarily comprises of 33 interviews with parents of primary school aged children in Leeds, UK. Participant observations and informal discussions with professionals supported the interviews. The data is in the process of being analysed. However, at this stage of analysis, there are a number of emerging themes. These themes have been termed as: assessing; catalysts; emotions; hindrances; internet; people; places; questions; system; and trust. This paper will present a summary of these themes as they currently stand. The research focuses on the everyday life information seeking of parents of young children, an area of study that has not received much attention from the LIS community. It is hoped that the research will help provide a fresh theoretical perspective of how information literacy theory can be developed in the context of everyday life information seeking. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/218 Thu, 10 Dec 2009 12:00:00 GMT The purpose of the paper is to examine information use and information literacy in the context of weight management. It reports on a two-year study funded by the Department of Health known informally as the Net.Weight Study. Net.Weight examined the potential for increased, innovative and effective uses of information and communication technologies (ICTs) to support the self management of weight. The research was conducted in the city of Brighton & Hove by an inter-disciplinary team from the University of Brighton. The paper gives a brief overview of the various methods used in the study as a whole but discusses one strand, the user survey, in more detail. The survey gathered data on people’s information and ICT use around weight management. The design of the survey questionnaire required the adaptation of existing literacy assessment instruments and this process is described in this paper. The findings show that people use a wide range of information sources for information and support around weight management. The most useful sources are slimming groups, food packaging, friends and family, magazines, TV and health books, thus representing a variety of media, formal and informal, and including human sources. The internet was reported to be a useful source for around half the survey respondents and is most often used for information about diet and exercise. A majority of respondents described themselves as active information seekers and confident about their information skills. They are less confident about internet information than information generally and even less confident about using the internet to support weight management activities. The concept of literacies, particularly around information and health, provide a framework for examining the Net.Weight findings. The findings are discussed in terms of their implications for health information policy and for those interested in applying information literacy theory to health. The role of healthcare practitioners in weight management information is addressed, as is the need for targeted rather than generic health information. It is suggested that the work done in the education sector to increase awareness of information literacy and improve skills could provide a useful model of good practice in a health context. However, the evidence provided by the Net.Weight study suggests that for such an approach to be relevant it needs to reflect the complexity of health information processes in everyday lives. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/219 Fri, 17 Jul 2009 11:00:00 GMT The article describes how the library team supporting the Faculty of Organisation and Management at Sheffield Hallam University (O&M Library team) developed and delivered a new information literacy initiative for the undergraduate Business and Management first year cohort.Research has shown that although the Net Generation confidently uses technology to acquire information, little care is taken to judge the quality and accuracy of the resources they find.  In addition, there is little understanding of how shallow their information seeking behaviours actually are.  This causes difficulties in their academic studies and in their professional lives. Further research suggested that an active learning approach would be the most appropriate for this initiative. Technological limitations imposed by the teaching space and time constraints imposed by the faculty led the O&M Library team to develop an initiative that comprised a modular, practical, active learning approach that could be delivered by any academic librarian, regardless of subject speciality, in any teaching space. This article details the initiative and its components, particularly the modular activities, including a Google based icebreaker, an information behaviour typology using animals, and examples of different types of business information.  It also shares the positive feedback from lecturers and students and describes possible enhancements that the team will include in the next iteration of this programme. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/220 Fri, 17 Jul 2009 11:00:00 GMT The purpose of this article is to discuss the various interactive teaching methods used during large group information literacy sessions at Liverpool Hope University during the academic year 2008-2009. Based on the practical experience of piloting a range of methods with students at Liverpool Hope University during the current academic year, this article analyses the benefits of using various interactive teaching techniques to assist in the delivery of information literacy skills when large group teaching is the only available option. This includes an outline of a variety of aides to interactive teaching within the lecture. Also discussed is the use of post-session follow up actions to ensure that students receive hands-on practice using resources through the use of quizzes and worksheets, while drop-in sessions and online tutorials enable further support for those students who require it. Evaluation to date indicates that interactive teaching methods improve student understanding although different methods may be more successful than others and with different groups of students. The article recommends using a variety of different interactive methods during a lecture, as well as ensuring there are opportunities for hands on practice after the lecture. This will cater for different learning styles and also the teaching styles of the presenters. This analysis contributes to the literature on teaching information literacy in higher education settings through a focus on aides to facilitate information literacy with large groups. The discussion of the relative merits of various teaching methods will help formulate practical solutions to the common problem of how to teach information skills to large groups with limited staff time and numbers. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/224 Fri, 17 Jul 2009 11:00:00 GMT Librarians providing information literacy training to Imperial College London’s medicine faculty have set up a successful working model implemented by the Imperial Library Medicine Information Literacy Group (MILG).   MILG was created to improve and develop library services to support the Faculty of Medicine at Imperial College and to overcome the many challenges librarians face when attempting to provide information literacy training. These challenges include keeping up to date with new developments in their subject area, maintaining effective liaison with their faculty, updating their own skills and ensuring that they provide relevant and informative training sessions.   MILG’s achievements include a successful, coordinated approach to liaison which has led to information literacy training being embedded into the curriculum of the Faculty of Medicine. The group has also developed working practices that allow its members to maintain and update their skills through professional development and "train the trainer" sessions. MILG members maintain current awareness within their subject area through the use of resource champions and make use of the latest technologies when they are training. The group uses a variety of methods to improve both the quality and relevance of the information literary training it provides. This involves adapting training to meet the changing needs of the medicine faculty and developing new ways of staying in contact with library users such as the Imperial Library medicine blog.  This article outlines the work of MILG and explains how the group’s development has enabled its members to better coordinate library services across six campus libraries. This working model has already been successfully adapted by other library teams within Imperial College London and could be adapted to meet the needs of librarians outside Imperial. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/227 Thu, 10 Dec 2009 12:00:00 GMT The purpose of this paper is to describe the process involved in re-designing Waterford Institute of Technology (WIT) Libraries’ information literacy programme for first year students. It is written by some of the members of the library learning support team, who deliver the programme. It describes the steps involved in the programme’s development and design, discusses the pedagogical principles that influenced the initiative, and summarises the evaluations we have undertaken to date. These evaluations have yielded positive informal and formal feedback from the students and lecturers who participated in the programme. The value of a pedagogically sound, active learning approach to information literacy training is highlighted throughout the results. By providing constructive solutions for incorporating active learning into library user education programmes, this paper is expected to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges. It is likely to be of particular interest to librarians involved in information literacy education. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/232 Thu, 10 Dec 2009 12:00:00 GMT There are currently numerous drivers for change within the Scottish Government (SG), including the changing nature of the workforce and the changing skills and abilities required by the SG to undertake its work and achieve its goals in policy-making. The SG’s Government Economic Strategy (Scottish Government 2007a), its Skills for Scotland: A Lifelong Skills Strategy (Scottish Government 2007b) as well as the internally focused Skills and Learning Strategy (Scottish Government 2007c) and Information Strategy (Scottish Government 2008a) all point to a number of developments that are creating demands for new skills and behaviours across the Scottish Government. Taking these strategies as a starting point, the authors have developed an Information Literacy Strategy for the Scottish Government (Scottish Government 2008b), informed by local and national information literacy studies and recommendations from research carried out by the Scottish Information Literacy Project (Crawford and Irving 2009) and a survey of information use within the Scottish Government (Scottish Government 2008c). The focus of this study is information literacy in the workplace. Using interview based research and an online survey, the Scottish Information Literacy Project and the Scottish Government Library Services sought to provide a picture of information literacy in the Scottish Government. Information literacy was identified as an essential workplace decision making skill for Scottish Government staff. Information seeking skills were identified as a key area of deficit amongst Scottish Government staff, together with an awareness of the need for access to a wide range of information sources, and critical thinking and evaluation skills to support high quality decision making, was generally lacking. As a result of the research findings, the authors have developed and are rolling out an information literacy programme across the Scottish Government. The authors have also established stronger internal partnerships within the Scottish Government with those areas engaging in training and skills. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/1256 Fri, 25 Jun 2010 11:00:00 GMT The main purpose of the research was the development and testing of an assessment tool for the grading of Dutch students’ performance in information problem solving during their study tasks. Scholarly literature suggests that an analytical scoring rubric would be a good tool for this.Described in this article are the construction process of such a scoring rubric and the evaluation of the prototype based on the assessment of its usefulness in educational practice, the efficiency in use and the reliability of the rubric. To test this last point, the rubric was used by two professors when they graded the same set of student products. ‘Interrater reliability’ for the professors’ gradings was estimated by calculating absolute agreement of the scores, adjacent agreement and decision consistency. An English version of the scoring rubric has been added to this journal article as an appendix. This rubric can be used in various discipline-based courses in Higher Education in which information problem solving is one of the learning activities. After evaluating the prototype it was concluded that the rubric is particularly useful to graders as it keeps them focussed on relevant aspects during the grading process. If the rubric is used for summative evaluation of credit bearing student work, it is strongly recommended to use the scoring scheme as a whole and to let the grading work be done by at least two different markers. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/1297 Thu, 10 Dec 2009 12:00:00 GMT Two international m-Libraries Conferences have now highlighted how libraries are promoting the use of mobile devices. This is a short account of how our information literacy delivery may change thanks to mobile technology. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/1458 Fri, 25 Jun 2010 11:00:00 GMT Though true location aware devices such as GPS enabled phones are becoming more common (e.g., the latest iPhone includes GPS and compass) developing services that "augment" reality is unrealistic for most libraries due to time; money and technical constraints.  There is an easier option though - using small printed codes, such as QR codes, around the library that link to resources and information appropriate to their location. QR (Quick Response) codes are a matrix codes, like a two dimensional bar code. They can be read by mobile phones with integrated cameras, with a small application installed. Some mobiles come with the application ready installed, though it can also be download for free from the internet and installed on PDAs, smartphones and other mobile devices. At the University of Huddersfield we have used QR codes to deliver context appropriate help and information to blur the boundaries between the physical and electronic world. We’ve developed mobile friendly materials to deliver information skills materials directly to our users at the point of need, linked by QR codes on printed materials and on appropriate locations in the physical library. This article outlines the practical uses we’ve found for QR codes and gives preliminary results of how they’ve been received by our library users. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/1460 Fri, 25 Jun 2010 11:00:00 GMT This paper is a short report on a visit the New Jersey in September 2009 by Jane Secker and Debbi Boden from the CSG-Information Literacy Group Committee. It reports visits to several libraries including Princeton University, Princeton Public Library, the College of New Jersey and Monmouth University. It highlights some of the key differences between UK and US libraries and considers how they approach information literacy issues. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/1467 Fri, 25 Jun 2010 11:00:00 GMT This paper discusses the use of LibGuides as an effective tool for teaching Information Literacy and specifically enhancing student research in Political Science and International Affairs. With myriad evidentiary sources available for course papers, LibGuides provide a framed gateway for library research which reduces student apprehension and enables faculty to guide inquiry to a variety of sources and a multitude of perspectives. Flexible and personal, LibGuides enhance teaching effectiveness by expanding faculty guidance while still leaving the challenges of Information Literacy such as efficient acquisition, evidentiary choice, and ethical use up to the student. Experience and adaptation of LibGuides at North Georgia College & State University provide the evidence in this paper by which Information Literacy is promoted, enhanced, and an improved product in student research. http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/1469 Fri, 25 Jun 2010 11:00:00 GMT In recent years, online tutorials have become well-established tools for the delivery of information literacy training as information professionals continue to seek new and more effective ways to reach audiences. However, the rapid transience of technologies, and the ongoing need to maximise the efficiency of services, mean that the question of how best to exploit the online medium needs further exploration. This paper focuses on a project at the University of Surrey Library to develop a new approach to online instruction. The goals of the project were to explore how the addition of video might create a more engaging user experience, and how the online video tutorial might therefore both improve existing information literacy training as well as offering a ‘just in time’ point of support. This paper examines the practical challenges involved in creating useful and accessible content and compares different software solutions for producing and editing video, audio, screencasts and subtitles. Further, it also examines the specific issues encountered when using external content, including database modifications and e-copyright issues. Finally, it touches upon the feedback collected so far in order to begin the evaluation of the resource. Using video can maximise the impact of e-learning tools, helping online tutorials to deliver information in a more personal and immediate way. However, when allowing for the time investment in creating and managing such resources, both their role alongside alternative information literacy approaches and their lasting value must be carefully considered.