The latest issue of the Journal of Information Literacy, the international, peer-reviewed, open access journal of the CILIP Information Literacy Group, has just been published. As ever, it includes the latest in IL research including articles on the use of the Philosophy for Children method in library programming in ‘Shaking up story time’; research into ‘What academics really think about information literacy’ from Anglia Ruskin University and an examination of informal learning strategies in ‘How do teens learn to play video games?’.
The full contents volume 13, issue 1 is listed below:
Editorial
‘The best way to learn is just to play’ – Emma Coonan
Peer reviewed articles
Shaking up story time – Bartlomiej A. Lenart, PhD, MLIS, Carla J. Lewis, BEd, MLIS
What academics really think about information literacy – Deborah Stebbing, Jane Shelley, Mark Warnes, Carol McMaster
How do teens learn to play video games – Ruth S. Contreras-Espinosa, Carlos A. Scolari
Project reports
Attribution and plagiarism in the creative arts – Joanna Hare, Kimburley Choi, Dr
Using learning diaries to evaluate and improve online information literacy and academic skills provision – Aidan Tolland, Dr. Rebecca Mogg, Amanda Bennett
Conference updates
LILAC 2019 – Hannah Slater
Interview with the 2019 LILAC bursary winners – Gemma Pearce
ALDinHE 2019 – Bryony Parsons
LILG 2019 – Kirsten McCormick
Book reviews
Book review of Mackey, T. P. and Jacobson, T. E. (eds.) 2019. Metaliterate Learning for the Post-Truth World. – Rachel Bickley
Book review of Steiner, S. and Rigby, M. (eds.) 2019. Motivating students on a time budget: pedagogical frames and lesson plans for in-person and online information literacy instruction – Craig McEwan
Book review of Witte, S., Latham, D., and Gross, M. (eds.) 2019. Literacy engagement through peritextual analysis – Ella Taylor
Happy reading!