Information Literacy Beyond Library 2.0 ed. by Peter Godwin, Jo Parker (review)

In 2008, Godwin and Parker, British academic librarians from the University of Bedfordshire and the Open University, respectively, collaborated to edit Information Literacy Meets Library 2.0, an anthology focusing on the intersection of information literacy and “library 2.0.” For the purposes of this volume, library 2.0 is defined as “a user-centered environment that help[s] people to learn and to fulfill their information needs and that also encourage[s] them to both create and share content.” (p. 4) Information Literacy Beyond Library 2.0, an update to the 2008 volume, investigates the ongoing theoretical and practical implications of developing social media and user-generated Web tools for libraries concerned with information literacy. While the volume slants toward an academic library perspective, the implications of user-generated Web tools for public libraries and school media centers are not forgotten.

Each of the book’s three sections introduces a particular aspect of this issue, including theory, case studies, and implications for practitioners. The opening section investigates developments in information and library theory and practice since the initial volume was published. Several chapters in the first section stand out for both their theoretical and practical implications. Phil Bradley and Karen Blakeman write about the increasing personalization of search engine results, based on physical search location and search history, and what this means for librarians. Bradley and Blakeman advocate that librarians remain current and informed in understanding how (and why) search engines work as they do.

Hilary Hughes and Christine Bruce discuss the concept of informed learning in online learning environments. Focusing on “students’ experiences of using information as they engage with academic or professional content and practices relevant to their area of study,” the informed learning framework may be particularly relevant to academic libraries. (p. 66) Informed learning seems to provide a good framework to emphasize discipline-specific standards while increasing student awareness of information usage.

The second section in this book focuses on case studies from the United Kingdom, North America, and Australia. Among the case studies, several examples particularly stand out for their creativity and ambition. Kristin Yarmey investigates information literacy for students in an age of smartphones. Noting that the current ACRL Standards for Information Literacy address only text-based searching, while smartphones and other mobile devices offer a variety of searching modes, including image and voice-based, Yarmey surveyed her students to learn more about the searching habits of mobile students. One particularly interesting, if unsurprising, finding from her survey was that students using mobile devices were more likely to choose search results from the beginning of the list, highlighting the continuing need to teach students critical evaluation and information literacy skills.

Andrew Walsh writes about how his library has incorporated Twitter and RSS feeds into the library website, to ensure constant updating. Walsh also describes his work in developing Lemon Tree, a social media-based information literacy game that provides virtual incentives for students to use library resources and services. Walsh’s enthusiasm is contagious, and it will be fascinating to evaluate the impact of this game. Jane Secker and Emma Coonan propose a new curriculum for information literacy (ANCIL), which aims to be transitional, transferable, and transformational. The result of a long-term research project, ANCIL provides an ambitious and comprehensive framework for developing undergraduate information literacy skills. The proposed curriculum, included as an appendix within the chapter, is particularly useful for example activities and assessments. Even for librarians who may not have the capability to implement all ten strands of the curriculum, ANCIL will likely provide a useful and comprehensive framework in developing and discussing undergraduate information literacy skills with academic collaborators.

The final section investigates both the current and the future implications of user-based Web tools in public libraries and school media centers. In drawing connections between the vast array of theories, case studies, and tools within the foregoing chapters, Godwin makes several recommendations, including an emphasis on evaluation skills...