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This book showcases new interdisciplinary academic research on the relationship between information literacy and learning. It combines findings with new understandings drawn from theoretical and empirical research conducted in primary and secondary schools, higher education, workplaces, and community contexts. The studies offer new insights into questions such as how transferable are the information practices and skills learned in one context to other contexts? What is the degree to which information competences are generic, to what degree are they domain and context specific? What are the kinds of challenges and outcomes that emerge from incorporating information literacy into education and training courses? And, most importantly, what kinds of theories and philosophies regarding the nature of learning, information, and knowledge, should information literacies education and research efforts be based on?
A giant of the eighteenth-century Enlightenment, David Hume was one of the most important philosophers ever to write in English. He was also a brilliant historian. In this book--a new and revised edition of his 1989 classic--Nicholas Phillipson shows how Hume freed history from religion and politics. As a philosopher, Hume sought a way of seeing the world and pursuing happiness independently of a belief in God. His groundbreaking approach applied the same outlook to Britain's history, showing how the past was shaped solely through human choices and actions. In this analysis of Hume's life and works, from his university days in Edinburgh to the rapturous reception of his "History of England," Nicholas Phillipson reveals the gradual process by which one of the greatest Western philosophers turned himself into one of the greatest historians of Britain. In doing so, he shows us how revolutionary Hume was, and why his ideas still matter today.