This paper describes integration of IL as a thread running through the environmental sciences curriculum at Newcastle University. A variety of IL activities, including skills development, reflection and assessment, were piloted within existing modules between 2005 and 2008. Discussion groups and learning logs were used to draw out student perceptions of their experiences and to investigate the students’ concept of IL as a graduate attribute for life. Student self assessments were considered in the light of independent analysis of their IL abilities. Students’ responses show that embedding the assessment of information literacy can play a crucial role in engaging students with the concepts involved, so that as well as learning specific skills, they have the opportunity to develop a wider awareness of the information environment. Continuing assessment of the value and effectiveness of these interventions has also supported the learning processes for staff involved in the implementation.

This article uses data from research conducted in the course of writing a book on the needs, wants and characteristics of researchers to examine how researchers view themselves and the research process. As a result of this, the Seven Ages of Research model was developed which categorises a researcher's learning life into a series of discrete stages. The article explores learning needs relevant to each age in the learning life and links them to the development of information literacy. The authors explore the polarisation that exists between what researchers think research is about and what they believe the library can offer them, and suggest that information literacy needs to be seen as involving a change in understanding of, and attitude to, the world of information, as well as the nature of those information needs. Finally, they explore the librarian's role in an e-environment which has changed the way researchers work and identify some of the challenges facing library and information services professionals in the future in supporting researchers throughout their learning lives.

Purpose -Prior research has highlighted the isolation felt by some researchers engaged in academic writing. This article aims to examine whether such isolation might be partially overcome by membership of an online community of writers (CoW), hosted by higher education (HE) library services. Design/methodology/approach -A review of the literature was followed by an innovative piece of action research based around the authors' own long distance collaborative writing task in order to explore the issues at first-hand. Case studies of existing online writing communities known to the authors but not currently hosted by libraries were also undertaken. Findings -Themes emerging include the importance of finding a medium for a CoW that is familiar and comfortable. Motivators to join a CoW include demands that academics be research active. Demotivators may include lack of trust and reluctance to share. Research limitations/implications -There are still questions to be answered and decisions to be taken about the initiation of a CoW. Further research is needed into topics such as mentoring roles and trust-building but this work should provide a springboard. Practical implications -HE libraries might consider a CoW as a research support mechanism. Originality/value -The concept of a CoW is a novel one, as is the idea that such a collaboration might be hosted by HE libraries that might consider a CoW as an innovative addition to their existing portfolio of research support services.

No abstract

The aim of this small-scale research project was to identify the main concerns of editors, academics, researchers, and librarians involved in the writing for publication (WfP) process. This would provide library and information services (LIS) staff with a clearer understanding of the process to enable them to articulate and develop their own role in supporting this activity. A novel "one thing" approach was used to determine the perspectives of editors, researchers, librarians, and research students on key issues surrounding WfP. The results indicate that there are many opportunities for LIS staff to contribute to the WfP process. One major concern which emerged was just how isolated researchers could feel. Suggestion: Having a CoW (Community of Writers) in the library could provide a potential LIS role. Another best practice to support WfP is also identified.