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The virtual world (VW) online education movement is well underway, and librarians have become major participants by developing services and resources for this novel information ground. In this paper we identify ways in which the VW Second Life (SL) is being used by librarians, and describe our teaching of LIS students in SL, and the value of SL for sustainable Continuing Professional Development (CPD). The VW has become the new LIS laboratory for innovation, outreach, career development, research and curriculum development, offering sustainable learning opportunities by saving space, time, funds, and resource consumption, and by increasing international and interdisciplinary interaction among programs, educators, librarians and students. LIS education can develop sustainable education practices by optimizing interaction with the VW library and educator and discipline-based communities active in SL, thereby providing a vibrant VW educational environment for students, educators and researchers. The benefits to students include, unprecedented access to geo-distant tutors, professionals and experts in every field; flexible meeting times; experiencing content in unique forms; and acquiring VW information literacy. [ABSTRACT FROM PUBLISHER]

Purpose - The purpose of this research is to identify UK English academics' conceptions of information literacy and compare those conceptions with current information literacy standards and frameworks. Design/methodology/approach - Three year AHRB-funded study involving 80 academics interviewed throughout the UK and using the phenomenographic research method to discover variation in experience leading towards identification of qualitatively different conceptions of information literacy. Conceptions are then reviewed in light of previous research and current librarian-generated frameworks and standards. Findings - The findings identify UK English academics' conceptions of information literacy and show them to be both similar to and significantly different from conceptions described in previous research and librarian-generated frameworks and standards. Research limitations/implications - The research focuses on creating a conceptual snapshot-in-time for the 20 English academics taking part. The research implies that disciplinary differences in conception of information literacy are significant and suggests further research to assess disciplinary conceptual differences. Practical implications - Librarians working with English faculty on information literacy need to be aware of differences in conception between themselves and academics to work effectively. The paper also highlights the significance of information literacy in English faculty's teaching and research practices and this relevance suggests that information literacy should be integrated into course and curriculum design. Originality/value - The paper fills a major gap in literature on information literacy by focussing on conceptions of lecturers, thereby counterbalancing the abundance of work produced by librarians. The paper illustrates the complexity of English academics' conceptions of information literacy and informs academics' use and understanding of information literacy. [ABSTRACT FROM AUTHOR]

Abstract: The aim of this paper is to propose information literacy as a soft applied discipline, of key importance in the information society. This is contrasted with the characterization of information literacy as a personal attribute in the U.S. and Australian Information Literacy standards. Vannevar Bush''s vision of the technologically connected and enabled scientist is used to introduce a discussion of citizen''s information needs and responsibilities in an age of “cheap complex devices.” The authors emphasize the key role of information literacy in this information society. Information literacy is identified as a soft applied discipline, with reference to disciplinary indicators that have been identified in the literature. Building on this concept of an information literacy discipline, the authors propose a mission for information literacy education focused around three elements: information literacy for citizenship, information literacy for economic growth, and information literacy for employability. The paper concludes by identifying that in terms of preparing citizens for managing and taking action in society, information literacy has much to contribute, and that it is vital to nurture this emergent discipline. [Copyright &y& Elsevier]

This paper aims to identify potential roles for Library and Information Science (LIS) faculty in an information literate University (ILU). The authors note the pressures on universities for change, and the debates and issues arising from these pressures. They define Information Literacy (IL) and present their concept of the ILU. Two case studies in curriculum development are outlined. The first describes development of compulsory Integrative Studies classes in the Strathclyde University's Business School. These are taught by a cross-disciplinary team, and they represent a rethinking of the course curriculum. The second case study, of the IL class at Strathclyde University, provides an example of experimenting with a holistic IL curriculum. Building on this, the authors propose possible roles for LIS faculty within the ILU. The paper concludes by suggesting that LIS faculty have some way to progress in fulfilling all their potential roles. [ABSTRACT FROM AUTHOR]

The author aims to review the status of information science (IS) as a discipline, with particular focus on the UK. A consideration of the discipline begins by comparing definitions of IS. Two visions of the impact of IS are presented to illustrate a key problem area addressed by the discipline. Indicators of a discipline are summarized and Biglan's categorization of disciplines is explained. The author provides a critique of opinions on the nature of IS as a discipline, using Biglan's categories as a framework. The author contrasts the views of those who see the discipline as problematically fragmented and those who envision a discipline of fruitfully interlinked specialisms. This section of the paper concludes by considering disciplinary boundaries and the international scope of the discipline. The last section of the paper reviews the state of IS in the UK, drawing on evidence and on personal experience. Factors considered are: evidence of networks and communities of practice; tile name and standing of academic departments and courses; artefacts and personal identification. The author concludes by identifying particular challenges for IS in the UK and indicates areas for research. [ABSTRACT FROM AUTHOR]

Identifies some key definitions of information literacy and initiatives concerned with imparting information literacy skills. Boundaries in taking an approach to information literacy; Description of alternative conceptions of information literacy; Lack of information on how students experience and define information literacy; Pedagogic methods for educating for information literacy.