The publisher the authors and the editors are safe to assume that the advice

The publisher the authors and the editors are safe to

This preview shows page 5 - 8 out of 167 pages.

The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional af fi liations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
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Acknowledgements We are grateful for research support from Transylvania University of Bra ș ov, Romania, and University of Bergen, Norway, and funding from University of Bergen, allowing us to publish the book open access. v
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Introduction Information literacy, ( ) the ability to think critically and make balanced judgements about any information we fi nd and use. ( ) (CILIP 2018), is an important skill set for academia in the twenty- fi rst century. Over the years since its fi rst inception, it has become a key competence for academic librarians to offer to students, but without necessarily being a key concept in library and information science education. In this book, the authors draw on research and empirical knowledge from their work in libraries and their pedagogical practice from academia, to share tips and tricks for the development of good information literacy teaching and training in libraries, both academic and public. The main audience for the book is academic librarians, but also staff from public libraries who deals with university students will bene fi t from the pedagogical approach. This book aims to summarize all the main elements that need to be available when information literacy is taught. It will be ideal as literature for courses about information seeking/searching, evaluation of information and the management of it, and also for courses with a wider aim, e.g. information behaviour. This book gives a research background on information literacy as a phenomenon in higher education in parts of Europe and provides support for librarians and pedagogues working in this fi eld. Throughout the book, the concepts connected to information literacy will be explained, and pedagogical issues pertaining to information literacy will be dis- cussed with a view to supporting the practitioner. Each of the chapters takes into consideration one aspect of information literacy, the pedagogical challenges and suggestions for best practice. Reference Chartered Institute of Library Information Professionals (CILIP). (2018). New de fi nition https:// infolit.org.uk/de fi nitions-models/ . Accessed May 2, 2018.
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