‘Welcome’ information from the Information and Literature Searching for MPhil/PhD Students guide (found at: https://open-education-repository.ucl.ac.uk/id/eprint/464). The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit/.

‘Week 4’ information from the Information and Literature Searching for MPhil/PhD Students guide (found at: https://open-education-repository.ucl.ac.uk/id/eprint/464). The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit/.

‘About’ information from the Information and Literature Searching for MPhil/PhD Students guide (found at: https://open-education-repository.ucl.ac.uk/id/eprint/464). The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit/.

‘Course Structure’ information from the Information and Literature Searching for MPhil/PhD Students guide (found at: https://open-education-repository.ucl.ac.uk/id/eprint/464). The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit/.

‘Core IOE LibGuides’ information from the Information and Literature Searching for MPhil/PhD Students guide (found at: https://open-education-repository.ucl.ac.uk/id/eprint/464). The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit/.

‘Course Readings’ information from the Information and Literature Searching for MPhil/PhD Students guide (found at: https://open-education-repository.ucl.ac.uk/id/eprint/464). The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit/.

‘Week 0’ information from the Information and Literature Searching for MPhil/PhD Students guide (found at: https://open-education-repository.ucl.ac.uk/id/eprint/464). The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit/.

‘Week 1’ information from the Information and Literature Searching for MPhil/PhD Students guide (found at: https://open-education-repository.ucl.ac.uk/id/eprint/464). The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit/.

‘Week 2’ information from the Information and Literature Searching for MPhil/PhD Students guide (found at: https://open-education-repository.ucl.ac.uk/id/eprint/464). The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit/.

‘Week 3’ information from the Information and Literature Searching for MPhil/PhD Students guide (found at: https://open-education-repository.ucl.ac.uk/id/eprint/464). The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit/.

A qualitative study examining the information practices of the homeless, and the information literacy interventions of homeless service staff.

This guide provides information about copyright and IPR. The full resource is found at https://open-education-repository.ucl.ac.uk/id/eprint/281 and the IOE LibGuide is found at: https://libguides.ioe.ac.uk/copyright. Please also see the UCL Library Services pages on IPR: https://www.ucl.ac.uk/library/ucl-copyright-advice.

This course focuses on the centrality of the literature review in the dissertation/thesis and aims to develop the information and digital literacy skills of students. The full collection of materials is found here: https://open-education-repository.ucl.ac.uk/id/eprint/464.

This course focuses on the centrality of the literature review in the dissertation/thesis and aims to develop the information and digital literacy skills of students. The full collection of materials is found here: https://open-education-repository.ucl.ac.uk/id/eprint/464/. The IOE LibGuide is found at: https://libguides.ioe.ac.uk/onlineinfolit.

This collection contains the presentation and resources for the plagiarism workshop, as well as a research paper (found alongside the presentation) which details the use of both.

This PPT presentation is used for the plagiarism prevention workshops as delivered by Nicole Brown and Rosalind Janssen. The slides take the audience through the different stages of the workshop, from the sorting activity through to the final plenary. For a detailed description of how to use the presentation, please, download the published article from http://discovery.ucl.ac.uk/1544425/

These are the resources that are used in face-to-face sessions in conjunction with the plagiarism workshop presentation. You may download the resources and use in your own teaching contexts.

This dissertation consists of a qualitative study undertaken to investigate digital literacy from a user perspective. I examine how users’ digital literacy skills interact with their sharing of infographics, how they use infographics for activism, and the social and visual affordances of Instagram which help to dictate this relationship.

While significant progress has been made in broadening information literacy’s scope, its conception of the user and their relationship to information remains painfully limited. This is particularly evident when the affective or emotional factors of information seeking behaviour are considered. Thus far, information literacy’s models and discourses have failed to acknowledge emotion’s fundamentally non-cognitive, and disruptive nature and have either ignored, repressed, or misrepresented users’ emotions. This has resulted in a deeply limited and inaccurate conception of the user’s information needs, and this has a particularly harmful impact on marginalised users and users engaging with affectively fraught information. This article seeks to address this oversight, initially by outlining the origins of information literacy’s repression of emotion and then examining the consequences of this repression in the standardised information literacy models; specifically in Carol C. Kuhlthau’s Information Search Process and the ACRL’s Framework for Information Literacy for Higher Education. Subsequently, this essay will examine several critical models of librarianship and information literacy - including Holocaust librarianship and Indigenous conceptions of relationality - in order to illuminate models of information literacy that adopt a relational perspective that enables an engagement with the affective elements of user’s information needs. Finally, this essay will suggest that these relational perspectives facilitate the adoption of an ethics of care that helps address the insufficiencies inherent to our current conceptions of information literacy.