Recording: Draft Information Literacy Framework for Criminal Justice

Another ACRL recording: this time of the 8 July 2024 webinar organised by the ACRL Anthropology and Sociology Section Criminal Justice/Criminology Discussion Group & Instruction and Information Literacy Committee: Cracking the Case: Unpacking the Draft Information Literacy Framework for Criminal Justice.The draft criminal justice Framework companion document and its genesis are introduced and there is discussion of how it could be used. The recording is here https://youtu.be/ZfnCKN49Svk?si=0Q9fYahEnBrw5jPh I have to admit I just skipped through it, but I found the audience poll at 8.30 interesting, on which parts of the ACRL framework people find easiest to teach (Research as Inquiry, and Scholarship as Conversation) and there are some detailed questions from the audience.
The draft Companion Document to the ACRL Framework for Information Literacy for Higher Education: Criminology and Criminal Justice itself is here  https://docs.google.com/document/d/1BLjngHBlawlwJMKfVA08vAovQCmYX5dftvHCRtVDxOQ/edit#heading=h.4ydbklyuh899
Photo by Sheila Webber: Mason's Regency china, with agapanthus and wild marjoram, July 2024

New articles: Preschool IL; IL and citizenship; Critical insights into IL tutorials; Tutorial for transition to Masters; Doctoral students' & law students' digital literacy; Cartoons

There is a new issue (volume 15 no. 3) of the open-access Journal of Information Literacy. The articles are as follows (there are also conference reports and an editorial):
- Kindergarteners building a library of their own by Hilde Terese Drivenes Moore, Irene Trysnes [a project that involved preschool children creating and sharing digital stories]
- ‘Informed’, ‘active’ and ‘engaged’? Understanding and enacting information literacy from a UK citizenship perspective by Simon Paul Cloudesley
- ‘Babe… you're a bit of a know it all’: Student love and breakup letters to a library research skills tutorial by Danielle Dennie, Susie Breier
- (Mis)information, information literacy, and democracy by Pascal Lupien, Lorna Rourke
- A qualitative investigation of the digital literacy practices of doctoral students by Diane Louise Bell
- Step Up to Masters by Daniel John Pullinger, Jiani Liu [reports on the research and development of an online information literacy resource supprting transition to Masters level study]
- The implementation and embedding of digital skills and digital literacy into the curriculum considering the Covid-19 pandemic and the new SQE by Matthew Carl, Louise Worsfold [SQE=Solicitors Qualifying Examination]
- Capturing the big picture by Navroop Gill, Elena Springall [reports on research into academic librarians perceptions of challenges and supports in teaching information literacy]
- Cartooning the Cambridge University Libraries by Clare Louise Trowell
Go to https://ojs.lboro.ac.uk/JIL/issue/view/232

Photo by Sheila Webber: late autumn tree, November 2021

New barristers' information literacy during their transition from education to the workplace. #lilac19

Pam McKinney here again continuing live blogging from the LILAC conference. Anne Binsfield, a graduate of UCL, spoke about her masters dissertation research into new legal professionals transition into the workplace in terms of their IL experiences which is an under researched area. Transition from university to the workplace places new IL challenges on new barristers. Anne’s research focused on barristers undertaking pupillage, or those who had qualified in the last 2 years. The route to becoming a barrister is long and complicated, and involves many stages of advanced qualifications. Pupillage is a 12 month period of workplace training where they hone their IL capabilities and legal research skills. Anne took a qualitative research approach and interviewed 9 participants.

 Findings were that new barristers struggle with research, and have to focus on applying the law rather than critiquing it. New barristers have to find the right answer, and quickly, which is quite different from academic study. Being a successful researcher is an important aspect of professional identity, and many find it enjoyable. However they felt that university hadn’t prepared them for professional research, and for other aspect of how to behave as a barrister, including how to interact with clients and other legal professionals.

New professionals need to develop new mediation strategies for Information problems. Training was seen to be irrelevant, but they did value self learning through experience and experimentation. Pupil supervisors were a useful source of information, as were other people in the workplace.  It was important to ask the right information of the right person. Supervisors were important in involving the pupil in the professional milieu, to enable the pupil to build their knowledge of the environment and how to act effectively. WhatsApp groups facilitated peer support between pupils who had been at university together. Storytelling about experiences was another important aspect of sharing learning, and quickly building professional competencies and identities. So far from being a dry text based learning environment, actually there was a focus on social learning.

In summary,  IL at university is different to the IL needed in the workplace, and a new definition of IL is needed to reflect the complexity of IL in the workplace. Law librarians need to understand the situated learning aspect of new legal professionals.

New articles: metacognitive strategies; mobile devices; help-seeking; student perceptions; social media use

The latest issue (volume 43, no. 3) of The Journal of Academic Librarianship (priced publication) includes:
- Catalano, A. Development and Validation of the Metacognitive Strategies for Library Research Skills Scale. Pages 178-183
- Lau, K.P. et al. Educational Usage of Mobile Devices: Differences Between Postgraduate and Undergraduate Students Pages 201-208
- Thomas, S., Tewell, E, and Willson, G. Where Students Start and What They Do When They Get Stuck: A Qualitative Inquiry into Academic Information-Seeking and Help-Seeking Practices Pages 224-231
- Attebury, R.I. Professional Development: A Qualitative Study of High Impact Characteristics Affecting Meaningful and Transformational Learning Pages 232-241
- McCartin, L.F., Iannacchione, B. and Evans, M.K. Student Perceptions of a Required Information Literacy Course on Their Success in Research & Writing Intensive Criminal Justice Courses Pages 242-247
- Harrison, A. et al. Social Media Use in Academic Libraries: A Phenomenological Study Pages 248-256
- Stvilia, B. and Gibradze, L. Examining Undergraduate Students' Priorities for Academic Library Services and Social Media Communication Pages 257-262
Contents page at http://www.sciencedirect.com/science/journal/00991333/43/3?sdc=1
Photo by Sheila Webber: Inverness, June 2017

New articles: Law students' infolit skills; Gender difference in health information evaluation; Active vs. passive learning

Rowley, J., Johnson, F. and Sbaffi, L. (2017). Gender as an influencer of online health information-seeking and evaluation behavior. Journal of the Association of Information Science and Technology, 68(1), 36–47. doi:10.1002/asi.23597 (Priced publication) Open access preprint at http://e-space.mmu.ac.uk/616978/1/TrustGender05052015%20AAM.pdf "through the lens of trust judgments, it demonstrates that gender is a determinant of the information evaluation process. A questionnaire-based survey collected data from adults regarding the factors that influence their judgment of the trustworthiness of online health information. Both men and women identified credibility, recommendation, ease of use, and brand as being of importance in their trust judgments. However, women also take into account style, while men eschew this for familiarity. In addition, men appear to be more concerned with the comprehensiveness and accuracy of the information, the ease with which they can access it, and its familiarity, whereas women demonstrate greater interest in cognition, such as the ease with which they can read and understand the information. These gender differences are consistent with the demographic data, which suggest that: women consult more types of sources than men; men are more likely to be searching with respect to a long-standing health complaint; and, women are more likely than men to use tablets in their health information seeking."

Johnson, H. and Barrett, L. (2017). Your teaching strategy matters: how engagement impacts application in health information literacy instruction. Journal of the Medical Library Association, 105(1), 44–48. doi: 10.5195/jmla.2017.8 Open access at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5234460/ "The purpose of this study was to compare two pedagogical methods, active learning and passive instruction, to determine which is more useful in helping students to achieve the learning outcomes in a one-hour research skills instructional session.... We found that the active learning group scored more favorably in four assessment categories."

Balog, K.P. and Siber, L. (2016). Law Students’ Information Literacy Skills and Attitudes Towards Environmental Protection and Environmental Legislation. Libri,66(3), 201–212. (Priced publication) Issue contents page at https://www.degruyter.com/view/j/libr.2016.66.issue-3/issue-files/libr.2016.66.issue-3.xml
"The aim of the research was to ascertain the [Croatian] law students’ attitudes towards environmental protection and the level of their information literacy skills regarding e-environmental laws and regulations. The survey was conducted in March 2015 on a sample of 110 students. The results show that students are fairly concerned about the protection of the environment but do not feel adequately informed about the issue. Students also believe that Croatia has poor environmental laws and should improve the environmental legislation within the European legal framework."
Photo by Sheila Webber: police tape of Weston Park, January 2017

Using #wikipedia article writing for assessments and exercises in law, biology and more

A few articles on this theme: Firstly a short article in a university newsletter
Byatnal, A. (2016, March 22). Cornell takes big red pen to Wikipedia life sciences content. Cornell Chronicle. http://www.news.cornell.edu/stories/2016/03/cornell-takes-big-red-pen-wikipedia-life-sciences-content This describes how Ashley Downs, food and agriculture librarian at Mann Library, Cornell University, and Kelee Pacion, undergraduate life sciences librarian, organised a Wikipedia Edit-a-thon for biology undergraduates as part of a biology class taught with faculty member Mark Sarvary. "The goal of the course, Sarvary said, is to use Wikipedia as a learning tool to develop stronger critical thinking and information literacy skills."

Bilansky, A. (2016) Using Wikipedia to Teach Audience, Genre and Collaboration. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 16 (2). Preprint https://www.ideals.illinois.edu/handle/2142/88338
"This essay describes a sequence of assignments to guide students though an informed effort at making contributions to Wikipedia that persist, and suggests ways this set of exercises in social informatics may also serve a number of common goals in a variety of writing, literature, and other courses: analyzing and writing for explicit editorial guidelines (“standards” in information science; “house style” in editorial practice); understanding, conforming to, and even negotiating conventions of genres and subgenres; collaborating online; writing for an audience that is not only real but talks back; and developing deep understanding of revision and the writing, editorial, and publication processes. Students first learn Wikipedia policies and practices and analyze the historical development of articles before they make contributions. The pedagogical opportunities arguably outweigh the concerns of those who doubt the credibility of an open-authored encyclopedia."

Kleefeld, J. C. and Rattray, K. (2016) Write a Wikipedia Article for Law School Credit — Really? Journal of Legal Education, 65, 597- Open access version at http://ssrn.com/abstract=2729241
"Most law school assignments are produced and consumed in a dyadic relationship of student-writer and instructor-reader. But consider a different scenario, one in which the fate of the work is presumptive publication to the world; in which feedback from any interested reader is potentially instantaneous; in which the instructor’s role is that of coach or mentor through the writing and publishing process as well as assessor of the work; and in which the student’s work, in turn, contributes to providing worldwide access to free legal information. The world we are talking about is that of writing or editing Wikipedia articles for law school credit. In this Article, we describe that world and the small part we played in it as law professor and law student in editing a Wikipedia article as an optional component of an upper-year Canadian law school course."

Di Lauro, F. and Johinke, R. (2016). Employing Wikipedia for good not evil: innovative approaches to collaborative writing assessment. Assessment and Evaluation in Higher Education. (Priced, early publication) http://www.tandfonline.com/doi/abs/10.1080/02602938.2015.1127322
"Wikipedia is an open educational resource that connects writers and editors to diverse discourse communities around the world. Unwarranted stigma is attached to the use of Wikipedia in higher education due to fears that students will not pursue rigorous research practices because of the easy access to information that Wikipedia facilitates. In studies referred to in this paper, undergraduate writing students are taught about the need to interrogate any information they find on Wikipedia just as they would other online source material. They are inducted into fact checking, editing and creating Wikipedia articles as a means to analyse source material critically and to advance their research, writing and digital literacy. Meanwhile, in a postgraduate course in magazine studies, instead of writing essays, students are promoting Australian magazines and print culture by writing Wikipedia entries about Antipodean magazines and their editors. These courses experiment with new approaches to formative and summative assessment; promote group research, collaborative and participatory writing, writing across networks and negotiating discourse communities; and challenge students’ perceptions about peer review and the legitimacy of Wikipedia."

Finally, a bonus research study about students' Wikipedia use
Selwyn, N. and Gorard, S. (2016) Students' use of Wikipedia as an academic resource — Patterns of use and perceptions of usefulness. The Internet and Higher Education, 28, 28–34. http://dx.doi.org/10.1016/j.iheduc.2015.08.004 (Priced article) "Draws on survey data examining 1658 undergraduate students' uses of digital technologies for academic purposes; 87.5% of students report using Wikipedia for their academic work, with 24.0% of these considering it ‘very useful’; Use and perceived usefulness of Wikipedia differs by students’ gender; year of study; cultural background and subject studied; Wikipedia mainly plays an introductory and/or clarificatory role in students information gathering and research." Open access version, embargoed til March 2017 http://dro.dur.ac.uk/16387/
Photo by Sheila Webber: Donnie, Lady Dinah's cat cafe, March 2016

Use of Wikipedia by legal scholars: implications for information literacy

An interesting Masters dissertation: "This study examines the use of Wikipedia across a broad range of judicial and administrative bodies within New Zealand. The primary focus of the study is the use of Wikipedia in courts (and other legally influential bodies) and how this affects the way that information literacy is taught in legal studies, particularly with regards to Wikipedia and other similar internet-based resources."
Maher, D. (2014) Use of Wikipedia by Legal Scholars: Implications for Information Literacy. Masters Dissertation, Victoria University of Wellington. http://researcharchive.vuw.ac.nz/handle/10063/3444
Photo by Sheila Webber: hydrangea, Hailsham, July 2014

Information Literacy: in legal education/practice; in Inquiry Based Learning: new articles

If you have a subscription to Journal of Librarianship and Information Science you can access two new articles about infolit, one of them by my colleague here in the Sheffield iSchool, Pamela McKinney.

McKinney, P. (2014) Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development. Journal of Librarianship and Information Science, 46(2) 148–166.
"Inquiry-based learning describes a range of learner-centred pedagogies increasingly employed in higher education where students learn through engaging in open-ended research and inquiry. It is acknowledged that this type of pedagogical approach requires advanced information literacy capabilities in students, and that there is a need to support the development of information literacy in inquiry-based learning curricula. This paper reports on the evaluation of a selection of curriculum development projects undertaken at a UK university that implemented inquiry-based learning and information literacy development. Data was collected using a ‘Theory of Change’ evaluation methodology and analysed using a qualitative thematic approach. It was found that educators need to make explicit to students the need to develop information literacy to support their inquiries, and that dedicated approaches to facilitation from peers, librarians and academics are helpful when designing inquiry-based learning."

Lawal, V. et al. (2014) Information literacy-related practices in the legal workplace: The applicability of Kuhlthau's model to the legal profession. Journal of Librarianship and Information Science. [early online release)
"This article examines evidence of information literacy in the context of legal education and legal practice in Nigeria. It seeks to explore the application of Kuhlthau’s Information Search Process model as the dominant framework used in investigating issues of uncertainty and task complexity in a study conducted among graduate lawyers in Nigeria. The article provides an analysis of the empirical validity of the model in investigating the connection between learning, experience and the  development of expertise among novice practitioners in the legal workplace in Nigeria. Data were obtained using quantitative and qualitative approaches while a case study method was employed for the study. Based on the findings of the study, the article offers insight into the role of the cognitive and affective dimensions in information seeking and the implications they have on issues of curriculum design, teaching methods and learning experiences in the context of legal education and practice in Nigeria."
The home page of the journal is at: http://lis.sagepub.com/
Photo by Sheila Webber: Snails in the rain, 4, June 2014

Using the Empowering 8 infolit model

The Annals of Library Information Studies, one of India's oldest peer reviewed library journals has been made open access from its first issue in 1954. This is interesting historically because of substantial work done earlier in the 20th Century, notably by Ranganathan, but also there are recent articles relevant to information literacy. You can search the archive using free text or index terms: there is an index term information literacy but it looks like they only started using it in 2013, so free text is a better idea. The latest article I found was an interesting one on using the Sri Lankan "Empowering 8" Information Literacy model

Wijetunge, Pradeepa; Manatunge, Kalpana (2014) Empowering 8 in practice: information literacy programme for law undergraduates revisited. Annals of Library Information Studies, 61 (4), 24-32.
The open access database of the journal is at http://nopr.niscair.res.in/handle/123456789/66
Photo by Sheila Webber: cherry blossom reflected in my bedroom window, April 2014

A contextual study of the information literacy of aspirant barristers in Nigeria

An article I noticed, in the South African Journal of Libraries and Information Science vol 78 number 2 (2012). 
Lawal, V. et al. (2012) "A contextual study of the information literacy of aspirant barristers in Nigeria."  South African Journal of Libraries and Information Science, 78 (2).
"The study upon which the article is based investigated the information literacy of aspirant barristers in Nigeria and examined the efforts undertaken to restructure the legal education system in Nigeria. It explored the connection between contextual influences and professional development, particularly with respect to the concept of legal information literacy and the value of acquired educational skills in the context of legal practice in Nigeria. Data were obtained using quantitative and qualitative approaches. Key findings from the study were supportive of the importance of information literacy as central to the development of professional competence of the aspirant barristers which can be achieved through re-structuring the teaching methods and curricula of the Nigerian Law School (NLS). The study makes recommendations for the adoption and integration of information literacy as a conceptual framework by which skills training can be developed into the curriculum of the Nigerian Law School." http://sajlis.journals.ac.za/pub
Photo by Sheila webber: cat, Thessaloniki; I have been in Thessaloniki because of a joint supervision of one of my PhD students - more shortly!

LILAC Report catchup: Lawbore #lilac11

At the LILAC (Information Literacy) conference 18-20 April 2011 in London, UK, Emily Albion talked about Stimulating student learning when visual is king: learnmore at City University. Although the online resources she has developed are aimed at law students, some of them could be used by other students, and certainly there are good ideas to follow. The Lawbore website is at http://lawbore.net/ with an attractively laid-out home page, featuring topic guides and news. The Learnmore site is at http://learnmore.lawbore.net/. Learnmore has sections for newbies (which includes short sections about getting the best out of lectures and tutorials and specialist sections, notably "remembering cases"), exams, research, moots, writing and careers.
Photo is of the poster at LILAC by Bob Glass and colleagues, on The development of the UK Information Literacy “Question Bank"

Lawyer's information behaviour

A break from IFLA reports: think I missed this PhD when it came out: an interesting study of the legal context.
Makri, S. (2008) A study of lawyers’ information behaviour leading to the development of two methods for evaluating electronic resources. PhD dissertation. London: University College London.
"In this thesis we examine the information behaviour displayed by a broad cross-section of academic and practicing lawyers and feed our findings into the development of the Information Behaviour (IB) methods - two novel methods for evaluating the functionality and usability of electronic resources.
We captured lawyers’ information behaviour by conducting naturalistic observations, where we asked participants to think aloud whilst using existing resources to ‘find information required for their work.’ Lawyers’ information behaviours closely matched those observed in other disciplines by Ellis and others, serving to validate Ellis’s existing model in the legal domain. Our findings also extend Ellis’s model to include behaviours pertinent to legal information-seeking, broaden the scope of the model to cover information use (in addition to information-seeking) behaviours and enhance the potential analytical detail of the model through the identification of a range of behavioural ‘subtypes’ and levels at which behaviours can operate.
The identified behaviours were used as the basis for developing two methods for evaluating electronic resources – the IB functionality method (which mainly involves examining whether and how information behaviours are currently, or might in future be, supported by an electronic resource) and the IB usability method (which involves setting users behaviour-focused tasks, asking them to think aloud whilst performing the tasks, and identifying usability issues from the thinkaloud data).
Finally the IB methods were themselves evaluated by stakeholders working for LexisNexis Butterworths – a large electronic legal resource development firm. Stakeholders were recorded using the methods and focus group and questionnaire data was collected, with the aim of ascertaining how usable, useful and learnable they considered the methods to be and how likely they would be to use them in future. Overall, findings were positive regarding both methods and useful suggestions for improving the methods were made."
Photo by Sheila Webber: Gothenburg harbour

Online tutorials in law and health

Information Literacy WeblogThanks to Jo Anne Witt of Charles Darwin University, Australia, who alerted me to their subject based tutorials. "These tutorials use a split screen to provide instruction to students whilst live searching a databases and catalogue." "These tutorials were designed in a joint effort between the liaison librarians, the relevant discipline academics and our educational designers and both are used to support first year students." There is one they developed for Law http://learnline.cdu.edu.au/units/lawonline/ and one for Health Sciences http://learnline.cdu.edu.au/units/healthonline/index.html (nursing and midwifery) and
http://learnline.cdu.edu.au/units/healthonline/activity/journalcatalogue.html
Photo by Sheila Webber: Shoes on a telegraph wire, Sheffield, July 2010.



regards

LTEA conference: Information Literacy at Sheffield

Last week I was at the Learning Through Enquiry Alliance conference in Reading.

Vicky Grant and Maria Mawson (Sheffield University Library, pictured right) presented a paper Information rich and knowledge poor? Information literacy as a core asset for inquiry based learning (IBL).
Firstly Vicky sketched out the information rich world and highlighted that the library is communicating in many different ways e.g. via Twitter, blogs, Facebook. She identified librarians as teachers of information literacy, emphasising that way that they do things has changed although the role remains. Vicky showed how their work as librarians links in with the Sheffield Graduate Attributes, and other institutional skills-based developments e.g. TASH and Sheffield University's focus on Inquiry Based Learning.
Maria took over and started by talking about McGuinness (2007) and she went on to talk about the IBL prject Developing a library community for IBL 2007-8 which was a development series that took place over a number of months, with lunchtime sessions that the librarians participated in to develop their ideas and practice of IBL.
Then she talked about the way in which IL was integrated into a core module Understanding Law, that is taken by several hundred students each year. An electronic workbook was developed, and there was collaboration between the Law School and the librarians in developing the material. As a support mechanism, a discussion board is very actively used - with thousands of posts each year. Sudents are encouraged to answer each others' questions, but Maria is also part of the team that monitors postings and answering ones where she can help. Thus librarians are visible as team members from the start of the law degree. There is a case study here: http://www.shef.ac.uk/cilass/cases/ul1.html (there are links to articles on the right of this page)
Vicky resumed to talk about her work in the medical school. She had been involved in a less effective way introducing the library early on. Now she gets engaged early on, and Vicky has a joint lecture with an academic, talking about medical evidence, which is followed up by a workshop that helps students identify good evidence for a coursework assignment. At the end Maria also mentioned work with MBA students that had again moved away from the traditional model.

IL marketing/education for law: BIALL conference

Yesterday I gave a talk, Information literacy: marketing and educational views … and some research, at the British & Irish Association of Law Librarians (BIALL) conference, held here in Sheffield. Sheffield celebrated by tipping down with rain (so I paddled to the conference dinner!) and although it had cleared up by yesterday, there were still problems with the trains (flooding) so the audience for my almost-last-in-the-conference talk was reduced. It wasn't actually as bad, though, it looks in the photo below (of previous speaker David Connolly): the plenary sessions were in Sheffield City Halls (capacity 2000, see entrance in first photo) so the 200+ delegates were inevitably somewhat spread out.

I have uploaded my presentation to Slideshare, and you can get it here. The abstract I put on Slideshare is as follows: "Sheila identifies a tension between the librarian's role as marketer and educator, and proposes relationship marketing as a context for lessening this tension. Research into chemistry and marketing academics' conceptions of information literacy is described. Sheila proposes how this might be applied to a legal environment, and says that understanding your clients’ approaches to information literacy could be fruitful for training and marketing. The presentation finishes by giving highlights into recent research by O'Brien and Rhodes into legal information professionals’ priorities for information literacy research." Slideshare provides some code to embed the presentation in your blog, but when I tried it just now it crashed the browser and lost the post, so I'm not trying that again today!

There was a question afterwards about the research technique that James O'Brien and Chistopher Rhodes used in their study (which was done as the main coursework for the IL Research module). This was the Delphi technique, and there is some more info about it on (where else) Wikipedia: http://en.wikipedia.org/wiki/Delphi_method

LILAC conference

A brief blogging moment after the sessions at the LILAC (information literacy) conference, before the conference dinner. I was just in a session from Cathie Jackson (Senior Consultant, Information Literacy and Subject Librarian, Law, at Cardiff Univeristy). She was talking about the interactive subject guide they created on the Oxford Standard for Citation of Legal Authorities. It is available at http://ilrb.cardiff.ac.uk/oscola/ and it (and each diagram and interactive exercise, separately) is also available in JORUM, a free online repository for tertiary education: http://www.jorum.ac.uk/

Photo by Sheila Webber: Scarf and china , March 2007.

IL and Law

Here's a short article written by a couple of colleagues in the law school here at Sheffield. They are talking about a CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences) project. Like me, Mark (Taylor) was on the CILASS development team. The IL bit is very short, but it may be of interest to you.

Semmens, N. and Taylor, M. (2006) "CILASS: promoting inquiry-based learning and information literacy" Directions, (12).
http://www.ukcle.ac.uk/directions/previous/issue12/cilass.html

Photo by Sheila Webber:Wild rose at the end of the road, Photoshop smudge stick effect (as it was a bit blurred)