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This paper investigates the similarities and differences between two important ideas in information processing and knowledge utilisation. Those ideas are [critical thinking] and [information literacy]. The two phrases are shown in brackets to indicate that the two words involved in each idea are not arbitrarily combined but have been coupled by authors to represent a single entity or a focus for development of concepts describing the characteristics involved. By exploring terms related to this couplet from the same sentence, the meaning of each of the central ideas can be expanded. The education, library science, and health science literature were used in this study, which analysed 8745 articles dealing with [critical thinking] and 8201 reports dealing with [information literacy] included in either ERIC or PubMed from 2000-2009.

"Information literacy-the ability to find, evaluate and use information effectively-is an essential skill set. The authors examine how assignments such as case analyses and research reports help business students master these abilities and provide examples of how analytic rubrics with measurable outcomes are particularly suited to assessing these skills. Also demonstrated is how librarians enhance and support student learning of information literacy by teaching in-depth research skills. Working together, professors and librarians can give students a solid foundation in the information-handling skills they need to be effective and productive in the workplace today."

"Many learners enter further and higher education lacking the skills needed to apply digital technologies to education. As 90% of new jobs will require excellent digital skills, improving digital literacy is an essential component of developing employable graduates. Courses that embed core digital skills, as well as subject specific use of technology, enable students to gain the skills and confidence they need to use digital technology not only to support their learning but also in the workplace. We're working with colleges and universities to embed core digital skills into the curriculum. By digital literacy we mean those capabilities which fit an individual for living, learning and working in a digital society: for example, the skills to use digital tools to undertake academic research, writing and critical thinking; as part of personal development planning; and as a way of showcasing achievements. "

Plagiarism is a folk devil into which is poured many of the challenges, problems and difficulties confronting higher education . This article investigates how software- Turnitin in particular - is 'solving' a particular ' crisis' in universities . However I investigate how alternative strategies for the development of information literacy offer concrete, productive and imaginative trajectories for university staff and students.

Josie Fraser has put up a wiki to help organize attendees, resources, schedule and outputs from the Digital Literacy debate that will be taking place online, in Elluminate, on Friday 27 March 2009, at 1pm GMT.

"Academics often treat students' discipline-specific literacy as unproblematic. In doing so they may underestimate the difficulties for university students as they move between subjects of study that may involve different disciplines, language genres and academic practices. This paper describes an initiative aimed at supporting students in reading academic articles in preparation for completing an essay for an assessment task. This initiative involved a structured and collaborative two-week tutorial exercise that provided students with practice in using a framework to extract the main ideas from academic readings. Students were surveyed after this exercise, and their reflections of its value are described in this paper. The findings of this study will inform further stages of the project which aim to develop and investigate practical ways to develop student's academic literacy across several business disciplines."

Interesting site mentioned during a session on Digital Literacies

Open textbook produced by JISC funded DFTE project and introduced during activity week at JISC e-Learning Conference 2012.

"Information literacy meets employability -Social media training and the library"

"The future of digital culture ― yours, mine, and ours ― depends on how well we learn to use the media that have infiltrated, amplified, distracted, enriched, and complicated our lives."

"Based on interviews with deans from a range of UK universities, this report produced by LSE Enterprise for the HEA, provides a snapshot of different conceptions of what constitutes good teaching practice at discipline level and exemplifies the challenges facing the architects of the Teaching Excellence Framework (TEF) and reviews the current literature base."

I asked for suggestions for a replacement for Netskills TONIC and Sam Oakley (@rscsam) suggested the Internet Detective (developed by the University of Bristol and Manchester Metropolitan University from an original tutorial by Marianne Peereboom. Though launched in 2006 it doesn't appear to have been updated since 2009. TONIC was about the internet generally though, not just research.

I asked for suggestions for a replacement for Netskills TONIC and Chris Hall (@chris_hall) passed on this recommendation from one of his students: BBC WebWise. This is a beginner's course aimed at adults who are new to computers and the internet. It has a very wide brief which seems to be the closest to TONIC in it's range of topics. Very high-quality resources as well as you'd expect from the BBC. Although not a direct replacement, WebWise was the best alternative that I have come across so far, and is the one I will be using with my EG-152 class this year (I will be linking to the Internet Detective and OU Safari too).

I asked for suggestions for a replacement for Netskills TONIC and Sam Oakley (@rscsam) also suggested SAFARI "a guided expedition through the information world." This resource was developed by the Open University (OU) and looks like a comprehensive tutorial on accessing, finding and reviewing information  -- and not just from the Internet. The recommended time to work through the examples is 10-13.5 hours. TONIC was much more of a beginners guide to the internet but Safari looks an excellent resource for students embarking on a research project.

There have been many attempts to define the generation of students who emerged with the Web and new digital technologies in the early 1990s. The term "digital native" refers to the generation born after 1980, which has grown up in a world where digital te