Tony Anderson is a Senior Lecturer in the School of Psychological Sciences at the University of Strathclyde, Scotland, and a Fellow of the Higher Education Academy. He has undertaken research in a number of areas of psychology, including student learning, critical thinking, communication and human factors (including projects funded by the EU, the UK's Economic and Social Research Council, the UK's Engineering and Physical Sciences Research Council, and bodies such as the former Scottish Council for Educational Technology and Learning and Teaching Scotland). In addition to his research activities and many publications, Tony has been an Adviser of Study, and is currently the Senior Academic Selector (i.e. admissions tutor) and the Associate Dean (Undergraduate) in the Faculty of Humanities and Social Sciences at the University of Strathclyde and therefore has extensive experience of all matters relating to student admissions, learning, progression and retention

Section A: Introduction and background

Chapter 1. Introduction to the book as whole: a) a critical overview of issues and constructs, particularly the digital age, and digital participation; b) the notion of information literacy and the UNESCO human rights model; c) brief overview of epistemological development, critical thinking and metacognition and how these relate to IL and digital participation; d) summary of the structure of the book to follow.

Chapter 2 Information literacy in adult returnee students

Section B: Psychological and educational constructs related to information literacy

Chapter 3 Epistemological development and information literacy

Chapter 4 Metacognition, critical thinking and information literacy: here we consider psychological research on metacognition and critical thinking, summarise it and consider its implications for the processes involved in IL

Chapter 5 Study skills, pedagogy, constructivism, transformational learning, and information literacy

Section C: The contributions from librarians and library organizations; definitions, models and standards for information literacy; current developments in IL; critique and suggestions from psychology and pedagogy e.g. social constructivism as the theoretical basis for particular teaching practices, approaches; IL and lifelong learning

Chapter 6 The ACRL revised standards for IL in higher education

Chapter 7 Curriculum for IL.

Chapter 8 UNESCO formulation of IL and the move to a Media and Information Literacy formulation;

Section D From Information literacy to social epistemology

Chapter 9 Synthesis and conclusions.