This month's regular feature will discuss some of the implications for library-based information literacy teaching that have emerged from a HEAfunded research project conducted at De Montfort University. It is argued that information literacy teaching as it has evolved in a university setting, while having a greater degree of relevance and value than ever before, nevertheless has inherent limits when it comes to its transferability beyond the academy and into a workplace setting. HS
future be surpassing highbrow and surpassing happy!" The following sign poem was then delivered by Mr. Tailer, with musical accompaniment by the lecturer: "Were I in future blind, yet would I always have A rainbow in my life, since you love me. My red would be your lips, yellow your golden hair-Your fragrance violet, and green scented leaves. My blue would be your eyes, your arms would light my heart. Your absence be my gloom, your soul-my sun! "
As learning developers increasingly seek recognition of their practices as a coherent and shared approach to teaching and learning in higher education, the notion of a ‘definitive’ understanding of learning development may appear an appealing prospect, one that promises clarity in recognising, understanding and valuing learning development. However, attempts at definition should be approached with caution, as they can be founded upon assumptions that permit no scope for evolution or change. Drawing on the philosophical work of Gilles Deleuze (1967) and his concept of the virtual, this paper problematises the idea of there being a ‘clear and distinct’ definition of learning development, arguing instead for a ‘distinct and obscure’ concept of learning development open to creative evolution.
Colin Neville's third edition of The Complete Guide to referencing and avoiding plagiarism sees this useful and popular text extensively re-written and updated. Aimed at UK-based university students and staff alike, the essential structure of the book remains familiar to those who have made use of earlier editions (first published in 2007, with the second edition published in 2010). Neville makes extensive use of quizzes, quotes from students and academics, and presents concrete examples to bring the more abstract ideas to life, and these elements remain in this update. There are, however, some key differences with the previous incarnation.
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