Section A: Introduction and background
Chapter 1. Introduction to the book as whole: a) a critical overview of issues and constructs, particularly the digital age, and digital participation; b) the notion of information literacy and the UNESCO human rights model; c) brief overview of epistemological development, critical thinking and metacognition and how these relate to IL and digital participation; d) summary of the structure of the book to follow.
Chapter 2 Information literacy in adult returnee students
Section B: Psychological and educational constructs related to information literacy
Chapter 3 Epistemological development and information literacy
Chapter 4 Metacognition, critical thinking and information literacy: here we consider psychological research on metacognition and critical thinking, summarise it and consider its implications for the processes involved in IL
Chapter 5 Study skills, pedagogy, constructivism, transformational learning, and information literacy
Section C: The contributions from librarians and library organizations; definitions, models and standards for information literacy; current developments in IL; critique and suggestions from psychology and pedagogy e.g. social constructivism as the theoretical basis for particular teaching practices, approaches; IL and lifelong learning
Chapter 6 The ACRL revised standards for IL in higher education
Chapter 7 Curriculum for IL.
Chapter 8 UNESCO formulation of IL and the move to a Media and Information Literacy formulation;
Section D From Information literacy to social epistemology
Chapter 9 Synthesis and conclusions.
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