Issues in
Information and Media Literacy
book of readings and cases
 

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Introduction

The editors of Issues in Information and Media Literacy, a volume of case studies and academic papers to be published by the Informing Science Institute, invite chapters on a range of issues related to information and media literacy.  We also seek colleagues from all fields involved with this area who are willing to provide quality reviews of submitted chapters in a timely manner (please see below).

Information and media literacy (media literacy is often subsumed into information literacy and this volume considers both) is regarded by many as a cornerstone for full participation in the ‘Information Society’. Moreover it is increasingly widely recognised as an important area of educational practice, social activism, public policy and academic research. 

Even though the terms information literacy and media literacy have a relatively short history (media literacy has been around considerably longer than information literacy) they have attracted considerable attention from a wide range of academic disciplines and are considered key topics in many areas of academic study including education, information science, librarianship, mass communications, planning, political science and sociology amongst many others.  Moreover, information and media literacy is a field of key interest to numerous educationalists, civil society activists, non-governmental organisations, international development agencies and supra-governmental organisations. 

This book will bring together accounts from practitioners, educationalists, academics and others in an innovative, exciting and mutually informing manner. The text will offer a fresh interdisciplinary approach to the issues and aims to identify new areas of practice and research. The book will be widely available in print through online book retailers including Amazon and available free in electronic format online. 

Information and Media Literacy

While the terms information and media literacy are widely used it is interesting to note that no single definition that is accepted by all exists. Indeed defining what information or media literacy actually refers to is one of the key fracture points in the field and spawns much debate. Most definitions agree that information and media literacy refers to a set of central skills that are best developed in tandem. Whilst not definitive list, many accounts state that an information literate person will be able to:

• recognise the need for;
• access;
• analyse or interpret;
• critically evaluate; and
• communicate

information in a variety of forms in various media.

For example, the UNESCO-sponsored Meeting of Experts on Information Literacy in Prague in 2003 proffers that:

"Information Literacy encompasses knowledge of one's information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand." (US National Commission on Library and Information Science, 2003)

Beyond this basic premise however consensus breaks down a little and numerous questions arise:

• How best to promote and action information and media literacy?
• Is information and media literacy an end in itself?
• What models of learning and even politics underpin it?
• Is there a difference between information and media literacy and information skills?
• What actual strategies and activities to teach / encourage / develop information and media literacy work best?

These questions amongst many others now inform this very vibrant field of practice and academic research.

Content

This volume seeks to bring together accounts of the latest programmes, practical activities and research in the field. We wish to share good practice and to set new directions in research. We are keen to receive submissions in two forms:

1. Academic papers that detail original research and activities in the field. Submitted papers should be original, have not been published elsewhere and will be double blind peer-reviewed. Full chapters (guideline 5000-7000 words) are invited.

2. Discussions, descriptions and case studies of activities, programmes and initiatives that address issues of information and media literacy. Submitted papers may detail specific activities and strategies, offer a broader view or be a call for action on specific issue. We are particularly keen to receive submissions from practitioners in the field, educators and those involved in setting and implementing policy. Submitted papers should offer substantive new information, detail a successful (or unsuccessful) initiative or offer a fresh perspective. Chapters will be reviewed and final submissions are to concur with a specific house template. Full chapters (5000-7000 words) are invited.

Indicative topics:

In addition to the topics listed below we are keen to receive fresh and innovative approaches and areas. This may include:

• Case studies, discussions and descriptions of information and media literacy related activities;
• New models and theoretical aspects of information and media literacy;
• Defining information and media literacy;
• Future directions in information and media literacy;
• The information society;
• Developing critical approaches;
• Pedagogic issues;
• The business case for information and media literacy;
• Economic aspects of information and media literacy;
• Information and media literacy in K12 / compulsory education;
• Information and media literacy beyond compulsory education;
• Information and media literacy in higher education;
• Developing ‘expertise’ in information and media skills
• Skills versus knowledge-based approaches;
• The history of information and media literacy;
• The philosophy of information and media literacy;
• The sociology of information and media literacy;
• Political issues;
• Information and media literacy skills based approaches;
• Technical issues;
• Information and media literacy in developing societies;
• Information and media literacy in community development;
• Citizenship in the information society;
• Public policy;
• Non-governmental organisations and the non-state sector;

Submission Details

The language of the book is English. All chapters must be original, unpublished, and not currently under review by any other publication or conference.

By submitting the manuscript for consideration, authors stipulate that they hold the copyright to the manuscript and, upon acceptance, transfer it to the Informing Science Institute. Authors also agree to assume all liability in case of copyright dispute.

• Authors may submit a short proposal (1000 words max) for clarification of whether their submission will ‘fit’ the book. Proposals should be sent direct to the editor at m.leaning@trinity-cm.ac.uk by 15^th November 2007.
• Full chapters to be submitted by 31^st December, 2007 using the process detailed below.
• All submitted chapters will be double-blind reviewed. 
• Authors will receive feedback from reviewers by 28^th February 2008.
• Authors of accepted chapters will then have a further opportunity to refine their work, based upon the comments of the reviewers and the editor. 
• Chapter revisions must be submitted by 18^th April 2008.
• A final acceptance notification will be issued by 19^th May 2008.
• Camera-ready submissions submitted by 30^th June 2008.

The book is scheduled to be published by the Informing Science Press in 2008. Further details as they become available will be published on this URL: http://infoliteracy.ispress.org/.

Submission protocol 

Full chapters should be submitted in the following manner.

1. Strip from the submission the authors' names, affiliations, and any other information that identify the authors. This allows your manuscript to be blind reviewed.
2. Manuscripts submissions are accepted only in RTF or Word .doc format via the website http://ilsubmit.ispress.org/

Summary of key dates