Show simple item record

dc.contributor.authorOrdidge, Irene
dc.date.accessioned2006-11-16T14:47:17Z
dc.date.available2006-11-16T14:47:17Z
dc.date.issued2001
dc.date.submitted2006
dc.identifier.citationCELT Learning and Teaching Projects 2000/2001
dc.identifier.isbn095421160X
dc.identifier.urihttp://hdl.handle.net/2436/6120
dc.descriptionCELT Projects on Changing Practice Through Innovation and Research
dc.description.abstractTechnological advances by the database creators of the late 60’s and early 70’s enabled the ‘information explosion’ to be managed and accessed. Information professionals developed specialist skills to explore these bibliographic resources on-line. A decade later, as attitudes changed and resources became more accessible, a parallel agenda of user education programmes was being developed by librarians. The information skills agenda took shape across schools, colleges and Higher Education institutions and a skills hand-over began. The curriculum focussed on access to print resources initially to support the shift to resource-based and flexible learning initiatives. The rapid developments in desktop information technology in the late 80’s and 90’s brought the two developments closer together. It enabled information professionals, already supporting the development of user information skills, to include access to bibliographic databases and electronic resources on CD-ROM and on-line.
dc.format.extent110072 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.relation.urlhttp://www.wlv.ac.uk/celt
dc.subjectUniversity of Wolverhampton
dc.subjectInformation skills
dc.subjectWOLF
dc.subjectLearning technology
dc.subjectLibrary research skills
dc.subjectInformation literacy
dc.titleDeveloping the information skills agenda
dc.typeChapter in book
refterms.dateFOA2018-08-21T12:56:28Z
html.description.abstractTechnological advances by the database creators of the late 60’s and early 70’s enabled the ‘information explosion’ to be managed and accessed. Information professionals developed specialist skills to explore these bibliographic resources on-line. A decade later, as attitudes changed and resources became more accessible, a parallel agenda of user education programmes was being developed by librarians. The information skills agenda took shape across schools, colleges and Higher Education institutions and a skills hand-over began. The curriculum focussed on access to print resources initially to support the shift to resource-based and flexible learning initiatives. The rapid developments in desktop information technology in the late 80’s and 90’s brought the two developments closer together. It enabled information professionals, already supporting the development of user information skills, to include access to bibliographic databases and electronic resources on CD-ROM and on-line.


Files in this item

Thumbnail
Name:
R5 Irene Ordidge (final inc. ...
Size:
107.4Kb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record