Published: 2015-12-04

Editorial

Innovative approaches: information, identity and the individual

Emma Coonan

1-5

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Peer reviewed articles

Can playing Minecraft improve teenagers’ information literacy?

Sandra Bebbington, Andre Vellino

6-26

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Using connectivism to guide information literacy instruction with tablets

Andrea Wilcox Brooks

27-36

PDF Using connectivism to guide information literacy instruction with tablets

Picking up the cool tools: working with strategic students to get bite-sized information literacy tutorials created, promoted, embedded, remembered and used

Hazel Rothera

37-61

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Drop-in sessions as an effective format for teaching information literacy: a case study in the Medical and Dental Libraries at Queen Mary University of London

Paula Funnell

62-83

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Ethnography as pedagogy in library orientations

Angela Pashia, Jessica Critten

84-93

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Information literacy in LIS education: exploring the student view

Charles Inskip

94-110

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Peer reviewed articles from LILAC

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

Emily Wheeler, Pamela McKinney

111-128

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Project reports

Final report on the National Forum on Information Literacy (NFIL)

Sharon A. Weiner, Lana W. Jackman

129-130

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Conference updates

WILU 2015: Sea change in Newfoundland

Alan Carbery

131-132

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ECIL 2015: Information literacy in the greenhouse

Stephane Goldstein, Chris Morrison, Jane Secker, Geoff Walton

133-135

PDF Geoff Walton in Tallinn Talinn trams

Book reviews

Book review of Markgraf, J., Hinnant, K., Jennings, E. and Kishel, H. 2015. Maximizing the one-shot: connecting library instruction with the curriculum. London: Rowman & Littlefield.

Stephanie Farley

136-137

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Book review of Kelly J.V. and Zurkowski, P. 2015. Zurkowski's 40 year information literacy movement fueling the next 40 years of action literacy: empowering "we the people" in the information age.

Pamela McKinney

138-139

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Book review of Ishiyama, J., Miller, W.J. and Simon, E. (eds). 2015. Handbook on teaching and learning in political science and international relations. Cheltenham: Elgar.

Lauren Smith

140-141

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