Are we sharing our toys in the sandpit? Issues surrounding the design, creation, reuse re-purposing of learning objects to support information skills teaching

Multi-lingual and multi-cultural information literacy: perspectives, models and good practice

“…application to any subject or context; and the correct balance has been debated for many years; see, for example, Peters, Hathaway and Bragan-Turner 2003. In general, good practice has moved in the direction of greater specificity, with a recognition that IL provision is more meaningful to students the more it can be made contextual to their situation. On the other hand, there is a pressure for the creation of generic teaching materials where possible, for economy to encourage reuse, and to ensure that effective materials can get maximum exposure; see, for example, Graham (2011) and Sylvain, Mofford, Lehr and Riley (2011). The result is that good practice is generally regarded as the creation of an initial set of generic models and materials, in such a way that they can be readily modified, customised or extended for use in specific contexts.…”