Conceptualizing students' written assignments in the context of information literacy and Schatzki's practice theory

ISSN： 0022-0418

Source： Journal of Documentation, Vol.70, Iss.3, 2014-05, pp. : 346-363

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Related content

Encouraging students' lifelong learning through graded information literacy assignments

By Brendle-Moczuk Daniel

Reference Services Review, Vol. 34, Iss. 4, 2006-10 ,pp. : 498-508

Emerald Group Publishing Ltd

Access to resources Recommend Favorite

Nothing to lose: "fluency" in information literacy theory and practice

By Harris Benjamin R. Millet Michelle S.

Reference Services Review, Vol. 34, Iss. 4, 2006-10 ,pp. : 520-535

Emerald Group Publishing Ltd

Access to resources Recommend Favorite

Framing information literacy as information practice: site ontology and practice theory

By Lloyd Annemaree

Journal of Documentation, Vol. 66, Iss. 2, 2010-01 ,pp. : 245-258

Emerald Group Publishing Ltd

Access to resources Recommend Favorite

Information is social: information literacy in context

By Hoyer Jennifer

Reference Services Review, Vol. 39, Iss. 1, 2011-02 ,pp. : 10-23

Emerald Group Publishing Ltd

Access to resources Recommend Favorite

Information literacy: implications for Mexican and Spanish university students

By Arenas Judith Licea de Rodríguez José Vicente Gómez José Antonio Arenas Miguel

Library Review, Vol. 53, Iss. 9, 2004-09 ,pp. : 451-460

Emerald Group Publishing Ltd

Access to resources Recommend Favorite