Emma Coonan

Bio: Emma Coonan is an academic researcher from University of Cambridge. The author has contributed to research in topics: Information literacy & Curriculum. The author has an hindex of 5, co-authored 9 publications receiving 101 citations.

A New Curriculum for Information Literacy (ANCIL): curriculum and supporting documents

Abstract: Information literacy can be defined as a set of skills, attributes and behaviour that underpins student learning in the digital age. It has been linked to graduate employability and increasingly UK universities are developing information literacy strategies to inform how they ensure students acquire these competencies during their undergraduate studies. Information literacy programmes or sessions are often run by academic libraries; however, in order to be most effective, experts recognise that information literacy should be embedded within a subject curriculum and ideally taught in partnership with academic and academic support colleagues, rather than in one-off sessions run by librarians. SCONUL's Seven Pillars of Information Literacy model, widely accepted in higher education, sets out the skills and attributes that an information literate person should have. In practical terms, however, how information literacy is taught varies widely across higher education. In addition, recent research suggests that the information-seeking behaviour and needs of students are changing (CIBER, 2008), largely driven by the changing experiences and expectations of 'the Google Generation' who have grown up with access to the internet being the norm. While the Google Generation and 'Digital Native' terms have been debated and widely criticised (Jones, et al, 2010), it is clear that information literacy programmes over the next five years will need to adapt and respond to the needs of current students. This short project developed a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years. It consulted widely with experts in the information literacy field, and also those working in curriculum design and educational technologies. CIBER (2008) Information behaviour of the researcher of the future. A CIBER Briefing paper. Available at: http://www.ucl.ac.uk/infostudies/research/ciber/downloads/ggexecutive.pdf Jones, C, Ramanau, R, Cross, S and Healing, G (2010) ‘Net generation or Digital Natives: Is there a distinct new generation entering university?’, Computers & Education, 54, (3), 722-732.

Rethinking information literacy : a practical framework for supporting learning

Abstract: 1 Transition from school to higher education - Sarah Pavey 2 Becoming an independent learner - Geoff Walton and Jamie Cleland Strand 3 Developing academic literacies - Moira Bent Strand 4 Mapping and evaluating the information landscape - Clare McCluskey 5 Resource discovery in your discipline - Isla Kuhn 6 Managing information - Elizabeth Tilley 7 The ethical dimension of information - Lyn Parker 8 Presenting and communicating knowledge - Andy Priestner 9 Synthesizing information and creating new knowledge - Emma Coonan 10 The social dimension of information - Helen Webster Afterword 'Ownership is a flawed concept' - Katy Wrathall Conclusion Appendix 1 A New Curriculum for Information Literacy (ANCIL): the curriculum Appendix 2 ANCIL Lesson Plan Appendix 3 ANCIL Institutional Audit: worksheet Appendix 4 ANCILI Institutional Audit: interview questions

A New Curriculum for Information Literacy (ANCIL): Executive Summary

Abstract: This work was conducted as part of the Arcadia Programme, a three year programme funded by a grant from the Arcadia Fund.

Navigating the Information Landscape

Abstract: This article explores the tension between the structures by which the library organizes and presents information, and the ways in which students and researchers access, use, and conceptualize knowledge. I suggest that while knowledge structures are vital to learning and research, an overemphasis on structurality is mistaken, and can lead to an inappropriately positivist approach that impedes the research mission. The article examines various metaphoric ways of negotiating meaning and navigating information structures, and of crossing the threshold of structurality.

Frank Kermode and the Invented World@@@The Sense of an Ending: Studies in the Theory of Fiction

Abstract: A pioneering attempt to relate the theory of literary fiction to a more general theory of fiction, using fictions of apocalypse as a model. This pioneering exploration of the relationship of fiction to age-old conceptions of chaos and crisis offers many new insights into some of the most unyielding philosophical and aesthetic enigmas. Examining the works of a wide range of writers from Plato to William Burroughs, Kermode demonstrates how writers have persistently imposed their \"fictions\" upon the face of eternity and how these have reflected the apocalyptic spirit.

Proposing a Metaliteracy Model to Redefine Information Literacy

Abstract: Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities. At this critical time in higher education, an expansion of the original definition of information literacy is required to include the interactive production and sharing of original and repurposed digital materials. Metaliteracy provides an overarching and unifying framework that builds on the core information literacy competencies while addressing the revolutionary changes in how learners communicate, create, and distribute information in participatory environments. Central to the metaliteracy model is a metacognitive component that encourages learners to continuously reflect on their own thinking and literacy development in these fluid and networked spaces. This approach leads to expanded competencies for adapting to the ongoing changes in emerging technologies and for advancing critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.

薔薇の名前 = The name of the rose

Abstract: Plot Summary Screen version of Umberto Eco’s novel about a series of murders in a 14 century Benedictine abbey, connected with a long lost work by Aristotle on humour. Underlying the drama is the conflict between the prevailing order’s view of truth and knowledge, and alternative ways of thinking as represented by Aristotle’s text. As Brother William (Sean Connery), the monk who has come to investigate the deaths at the Abbey, says, such books are seen as dangerous by the Church authorities "because they contain a wisdom that is different from ours". Key Scenes

Media and information literacy: policy and strategy guidelines

Abstract: In the evolving knowledge societies of today, some people are overloaded with information, others are starved for information. Everywhere, people are yearning to freely express themselves,to actively participate in governance processes and cultural exchanges. Universally, there is a deep thirst to understand the complex world around us. Media and Information Literacy (MIL) is a basis for enhancing access to information and knowledge, freedom of expression, and quality education. It describes skills, and attitudes that are needed to value the functions of media and other information providers, including those on the Internet, in societies and to find, evaluate and produce information and media content; in other words, it covers the competencies that are vital for people to be effectively engaged in all aspects of development.

Are librarians teachers? Investigating academic librarians’ perceptions of their own teaching skills

Abstract: Librarian roles in the education sector increasingly include teaching responsibilities, therefore librarians need to know more about teaching theory and techniques in order to provide high-quality information literacy (IL) teaching. There has been little published research into how librarians conceive of their teaching, their skills and themselves as teachers. This research, initially conducted for a Masters dissertation in the Information School at the University of Sheffield, investigates the variation in conceptions of their own teaching skills among academic librarians who teach IL in higher education (HE). It was investigated whether participants would describe themselves as teachers, whether they are influenced by teaching theories (and which ones), and whether they are actually teaching or training. Firstly the literature on pedagogy for IL, approaches to teaching IL in HE, and librarians as teachers, was reviewed before the research and its findings are discussed. A phenomenographic approach was used. A purposive sample of six librarians who teach IL in HE institutions in the north of England was chosen, selected to ensure maximum variation between participants and the resulting conceptions. Six interviews were conducted using phenomenographic techniques to encourage participants to talk about their conceptions, and the interviews were then transcribed and analysed. The data gives rise to four categories of description, each of which describes a conception that librarians hold of themselves and their teaching:: teacher-librarian; learning support; librarian who teaches; and trainer. The variation between categories is determined by interviewees’ conceptions of themselves, their teaching, IL, and other teachers. The results suggest that further support and training for librarians and library and information science (LIS) students would be beneficial and more in-depth and larger-scale research is recommended to test these conceptions and understand in greater detail the training experience and needs of librarians who teach. This article is based on a paper presented at LILAC 2015.