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Entries by Fiona laing (38)


IFLA statement on digital literacy: resource pack

This document contains case studies and links to digital literacy projects across the world


Bookbugs digital future

Whilst at the Information Literacy Forum last year I enjoyed meeting  and chatting with Ruth Grindley, Early Years Digital Projects Manager with the Scottish Book Trust.  Ruth was telling me about the development of a new digital strand to the Bookbug programme.  This will  provide families and practitioners with the opportunity to become more digitally confident and help shape Bookbugs digital future.

Here are the links to  two blog posts that she sent me giving the background and more information.

There is also a ‘virtual advisory group’ that has been set up comprising of interested parties from a variety of different backgrounds, parents and professionals who have or work with young children to discuss the project and share ideas. If you would be interested in joining Ruth's contact details are on the links to the blog posts above.

The National Literacy Trust have a website listing  good literacy apps for early years which is worth a look too.


Critical digital literacy: ten key readings for our distrustful media age

Reposted from the London School of Economics and Political Science Blog


Journal of Information Literacy vol.11, no. 2 (2017)

The latest issue of the Journal of Information Literacy, the professional journal of  CILIP's Informaton Literacy Group, is now available. This is an open access journal.


School library staff perspectives on teacher information 

Pupils need to develop information literacy (IL) skills in schools in order to be active members of a skilled workforce, for lifelong learning and digital citizenship.
However, there has been little focus on the extent to which this happens in a classroom setting and on information competencies of teachers. As part of a broader study of teachers’ knowledge and perceptions of IL, librarians in
schools in Northern Ireland were interviewed.Findings reveal low levels of collaboration with teachers. Recommendations are made regarding how to overcome challenges involved in developing teachers’ IL so that they can better support learners.