eLearning and Digital Publishing will occupy a unique niche in the literature accessed by library and publishing specialists, and by university teachers and planners. It examines the interfaces between the work done by four groups of university staff who have been in the past quite separate from, or only marginally related to, each other-library staff, university teachers, university policy makers, and staff who work in university publishing presses. All four groups are directly and intimately connected with the main functions of universities-the creation, management and dissemination of knowledge in a scholarly and reflective manner.
This book provides a framework which clearly portrays the relationships between information literacy, eLearning and digital publishing. The structure of the book has three main sections: the first has primarily an educational focus, the second a focus on digital publishing, and the third builds on the first two sections to examine overall implications for the growth of knowledge and scholarly communication.
Addresses all three areas of information literacy, elearning and digital publishing. The editors know of no book that addresses all three together
Appeals to a range of professionals in higher education-library staff, university teachers, university policy makers, and staff who work in university publishing presses
Has a truly international set of editors and authors, including some big names in the area. This collection brings perspectives from Australia, Hong Kong, People's Republic of China, Singapore, Taiwan, United Kingdom and United States of America
Our ability to understand the extent of the shifts that are occurring in modern universities, and still need to occur in the next few years, relies on our ability to synthesize ideas and experiences from a wide range of university staff. Extending boundaries is just what this book offers. The authors in this book are all experienced in their own professional areas
Contributions to the book are also clearly related to institutional policy frameworks and the external socio-cultural milieu