Information literacy for the information literate: A model and case study from the Wuhan UNESCO training the trainers in information literacy program

This article draws on the authors’ experiences in providing training for information seekers worldwide, from elementary school children to business professionals. Designed for the UNESCO Training the Trainers (TTT) in Information Literacy (IL) workshop in Wuhan, China in October 2008, the material offers a practical, structured framework for creating an information literacy program for trainers that is adaptable to changing learner needs and changing Information and Communication Technology (ICT) tools. It includes examples and a case study using a basic course for paraprofessionals and beginning librarians. Based on input from participants at the Wuhan workshop, the article enhances the assessment portion of the presentation. The UNESCO program document listed a target audience of the less information literate ((UNESCO, 2008) Training the trainers in information literacy portal http://portal.unesco.org/ci/en/ev.php-URL_ID=25623&URL_DO=DO_TOPIC&URL_SECTION=201.html. Accessed 14.02.10). This paper, and in general the approach of the Wuhan session, focused on information literacy at an institutional rather than community level (Zhang, X. (Julia) (2009). Report of the UNESCO training-the-trainers in information literacy workshop, October 20–22, 2008, Wuhan, China. International Information & Library Review, 41(4) 273–276).     

The Consolidation of Two Campus Interlibrary Loan Units Into One: A Partnership Between Law and Main Campus

Until July 2009 Valparaiso University had two campus interlibrary loan units, one serving the main campus and the other serving the law school. In the wake of a projected 15–20% campuswide budget cut, the two campus libraries investigated ways to work together to reduce costs. The libraries came together with Online Computer Library Center and Atlas Systems, Inc., to consolidate the two separate units and ILLiad databases into one. This article discusses the reasons for merging two interlibrary loan units and the steps undertaken to combine two ILLiad systems.     

Successful Enquiry Answering Every Time by Tim Buckley Owen

No abstract available for this article.     

Film Books

Akira Kurosawa, SOMETHING LIKE AN AUTOBIOGRAPHY (New York: Alfred A. Knopf, 1982---$15.00)

Joseph McBride, HAWKS ON HAWKS (Berkeley: University of California Press, 1982---$14.95/$6.95)

Ruth McCormick's (trans.) FASSBINDER(New York: Tanem Press, 1981---$15.95/$7.95)

“Twayne's Theatrical Arts Series”

G.K. Hall “Reference Publications in Film” series (Boston: G.K. Hall, l981---prices shown below)

Michael Haley, THE ALFRED HITCHCOCK ALBUM (Englewood Cliffs, N.J.: Prentice-Hall, 1981---$17.95)

James Curtis, BETWEEN FLOPS: A BIOGRAPHY OF PRESTON STURGES (New York: Harcourt Brace Jovanovich, 1982---$15.95)     

In Our Own Voices: Reproductive Health Radio Programming in the Peruvian Amazon

This article examines the political and social implications of broadening public discourse and facilitating a collective mediated space in which gendered inequities, interests, and identities are debated via the feminist reproductive health radio program Bienvenida Salud! The article describes the mediascape in rural and indigenous Peruvian Amazonian communities and the ways in which feminist reproductive rights discourse has been introduced and interpreted in communities that have limited exposure to global feminism. By analyzing the reception and listening practices among the Bienvenida Salud! audience, the authors explore arguments about the limits and possibilities of participatory media to effect social change. Finally, the article examines the capacity of Amazonian women to use alternative media to voice their traditionally ignored reproductive health priorities, goals, and practices, and in so doing, critically assesses the potential of participatory media interventions to influence the discourses of global feminism and population planning.     

Killing the Goose: Conflicts between Pedagogy and Politics in the Delivery of a Creative Education

This article arises out of a research project which looks at the promotion of creativity in pre‐degree and undergraduate learners in art and design. The project considers ‘conceptual’ definitions of creativity and its promotion which have been evidenced by research, and ‘operational’ definitions and delivery methods used by lecturers and students in the art & design sector. The theoretical understandings and empirical evidence thus gained reveal the continuing existence of a radical and potentially effective pedagogic idealism within art & design education. However, a comparison between theory, experience and current realities, leads us to the conclusion that the existence of this educational desideratum is threatened by the commodification of education and the over‐elaborate monitoring which accompanies it. This is a personal and somewhat polemical view but, we believe, one that is also widely held in the sector. We suggest that a reaffirmation of experiential evidence is essential to counter the impact of an increasingly audit‐driven approach to education which focuses on outcomes rather than process and on systems rather than individuals.     

Ethical Confidence in Education

Teachers need grounded ethical confidence: an intellectual virtue analogous to courage. I distinguish this from SCAA's notion of teacher confidence, based on the 'authority of consensus'. Such a notion is challenged by Wittgenstein's later philosophy. I argue that confidence in authority is deferential rather than intellectual, which is not what we want for teachers. As courage (according to Aristotle) is a mean between vices, grounded ethical confidence is a mean between tendencies to excessive and insufficient doubt (forms of 'not knowing one's way about' philosophically.) It is the virtue of thinking well ethically, and knowing that one thinks well.     

Situated Self‐Esteem

Pervasive though it is in modern life, the concept of self‐esteem is often viewed with distrust. This paper departs from an idea that was recently aired by Richard Smith: that we might be better off without this concept. The meaning of self‐esteem is explored within four ‘homes’: the self‐help industry, social science, therapy and education. It is suggested that the first two use a ‘simple’ concept of self‐esteem that indeed we are better off without. This concept eliminates the distinction between truthfulness and delusion, and relies on a chimera of quantifiability. The much richer concept of situated self‐esteem is explored, and it is argued that low self‐esteem in children (often narcissistically disguised) should command the attention of educators. Teachers should address this through education and communication, and reject the idea (prevalent in the USA) of boosting self‐esteem through a content‐free curriculum.