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This Concept Map, created with IHMC CmapTools, has information related to: ILF, learning design and curriculum development, 2. academic (subject/discipline specific) & work (profession specific) practices to tackle to representative tasks that require a number of sub-practices to be performed concerning communicating (encompassing publishing, sharing, disseminating) information/ media/ data, functional skills what does the student need to be be able to use? e.g., when required to produce information design assessments, learning activities & lessons (what the teacher intends the student to do) teaching practices, managing information/ media/ data requires the specification of ILOs with a view to designing and teaching learning opportunities that promote application what does the student need to be able to perform? (when presented with authentic problems/tasks) e.g., when having to communicate information, functional skills what does the student need to be be able to use? e.g., when required to produce information design assessments, learning activities & lessons (what the teacher intends the student to do) assessment tasks/activities, Library Staff Development and CPD for Subject Librarians (librarian educators), demonstrate/ evidence learning through performing assessment tasks/activities, e.g., for a given academic/work problem/task/challenge, the educator/designer needs to create learning activities, assessments and teaching practices that will promote and enable the development of knowledge, skills and literacies essential to performing the high-level practice concerned with finding required information. Therefore, must determine what the student... - needs to be made aware of? - needs have access to? - needs to be able to use? (functional skills)? - needs to be able to apply? (All in the broader context of the (higher level study/work) practice that is concerned with performing the academic task, solving the problem, addressing the challenge) design assessments, learning activities & lessons (what the teacher intends the student to do) teaching practices, exemplar prototypical generic information literacy curriculum illustrative ILOs, activities, and assessments as the basis for learning activities, exemplar prototypical generic information literacy curriculum illustrative ILOs, activities, and assessments as the basis for lessons, finding information/ media/ data requires the specification of ILOs with a view to designing and teaching learning opportunities that promote functional skills what does the student need to be be able to use? e.g., when required to produce information, finding information/ media/ data requires the specification of ILOs with a view to designing and teaching learning opportunities that promote awareness what does the student need to know of? e.g., when needing to find information, Information Literacy Framework (ILF) example candidate Intended Learning Outcomes, finding information/ media/ data requires the specification of ILOs with a view to designing and teaching learning opportunities that promote access what does the student need to have access to? e.g., when required to manage information, assessment tasks/activities requires the specification of ILOs with a view to designing and teaching learning opportunities that promote functional skills what does the student need to be be able to use? e.g., when required to produce information, collaborating & networking via information/ media/ data requires the specification of ILOs with a view to designing and teaching learning opportunities that promote awareness what does the student need to know of? e.g., when needing to find information, collaborating & networking via information/ media/ data requires the specification of ILOs with a view to designing and teaching learning opportunities that promote functional skills what does the student need to be be able to use? e.g., when required to produce information, access what does the student need to have access to? e.g., when required to manage information design assessments, learning activities & lessons (what the teacher intends the student to do) assessment tasks/activities, 2. academic (subject/discipline specific) & work (profession specific) practices to tackle to representative tasks that require a number of sub-practices to be performed concerning finding information/ media/ data, High-level broad statements that describe the kinds of knowledge and skills the 'generic' student is required to learn (intended to be used as a starting point for analysis and discussion with a view to contextualising in relation to an academic subject/discipline). Taking into account the context specific complex rich high-level academic and professional related practices what kinds knowledge and skills common and what is different (literacies) across subjects, disciplines, cultures? Prototypical generic information literacy curriculum, producing information/ media/ data requires the specification of ILOs with a view to designing and teaching learning opportunities that promote awareness what does the student need to know of? e.g., when needing to find information