Practising Information Literacy ：Bringing Theories of Learning, Practice and Information Literacy Together

Publication subTitle ：Bringing Theories of Learning, Practice and Information Literacy Together

Author： Lloyd   Annemaree;Talja   Sanna  

Publisher： Elsevier Science‎

Publication year： 2010

E-ISBN: 9781780632803

P-ISBN(Paperback): 9781876938796

P-ISBN(Hardback):  9781876938796

Subject： G25 Library Science

Keyword： 信息与知识传播

Language： ENG

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Description

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?

Chapter

Cover

Cover

PRACTISING INFORMATION LITERACY: Bringing Theories of Learning, Practice and Information Literacy Together

PRACTISING INFORMATION LITERACY: Bringing Theories of Learning, Practice and Information Literacy Together

Copyright

Copyright

Contents

Contents

Acknowledgments

Acknowledgments

Integrating theories of learning, literacies and information practices

Integrating theories of learning, literacies and information practices

PART 1. THEORETICAL PERSPECTIVES

PART 1. THEORETICAL PERSPECTIVES

CHAPTER 1 Windows on information literacy worlds: Generic, situated and transformative perspectives

CHAPTER 1 Windows on information literacy worlds: Generic, situated and transformative perspectives

Part 1. Literacy models and perspectives

Part 1. Literacy models and perspectives

Part 2. GeST windows

Part 2. GeST windows

Part 3. GeST in practice

Part 3. GeST in practice

Using the GeST windows

Using the GeST windows

Conclusion

Conclusion

Acknowledgments

Acknowledgments

References

References

CHAPTER 2 Lessons from the workplace: Understanding information literacy as practice

CHAPTER 2 Lessons from the workplace: Understanding information literacy as practice

Sociocultural and practice perspectives

Sociocultural and practice perspectives

Information literacy and workplace knowledge

Information literacy and workplace knowledge

Emergency workers: fire fighters and ambulance officers

Emergency workers: fire fighters and ambulance officers

Establishing an agenda for information literacy research

Establishing an agenda for information literacy research

Dimensions of information literacy practice

Dimensions of information literacy practice

Constructing knowledge through practice: implications and challenges for practitioners and researchers

Constructing knowledge through practice: implications and challenges for practitioners and researchers

References

References

CHAPTER 3 Information literacy as situated and distributed activity

CHAPTER 3 Information literacy as situated and distributed activity

Information literacy as individual competence

Information literacy as individual competence

Information literacy as sociocultural, tool-mediated activity

Information literacy as sociocultural, tool-mediated activity

Conclusions

Conclusions

References

References

PART II. RACTISING INFORMATION LITERACY IN FORMAL LEARNING CONTEXTS

PART II. RACTISING INFORMATION LITERACY IN FORMAL LEARNING CONTEXTS

CHAPTER 4 Problem-based learning and collaborative information literacy in an educational digital video course

CHAPTER 4 Problem-based learning and collaborative information literacy in an educational digital video course

Problem-based learning and information literacy

Problem-based learning and information literacy

Research questions and procedure

Research questions and procedure

Research results

Research results

Conclusions

Conclusions

References

References

CHAPTER 5 The challenges of the first research paper: Observing students and the teacher in the secondary school classroom

CHAPTER 5 The challenges of the first research paper: Observing students and the teacher in the secondary school classroom

Data and methods

Data and methods

Data gathering

Data gathering

Data analysis

Data analysis

Results

Results

Discussion

Discussion

References

References

CHAPTER 6 Digital literacies as school practices

CHAPTER 6 Digital literacies as school practices

The perspective of media education research

The perspective of media education research

Digital literacies

Digital literacies

Methodology

Methodology

Digital literacies as school practices: Laura’s lesson

Digital literacies as school practices: Laura’s lesson

Discussion

Discussion

Conclusion

Conclusion

References

References

CHAPTER 7 Year 12 students’ use of information literacy skills: A constructivist grounded analysis

CHAPTER 7 Year 12 students’ use of information literacy skills: A constructivist grounded analysis

Information literacy research in schools

Information literacy research in schools

The transfer of learning

The transfer of learning

Methodology

Methodology

Discussion

Discussion

References

References

PART III. CHALLENGES IN INFORMATION LITERACY TEACHING

PART III. CHALLENGES IN INFORMATION LITERACY TEACHING

CHAPTER 8 Generic versus discipline-specific skills

CHAPTER 8 Generic versus discipline-specific skills

Literature review

Literature review

Methods

Methods

Analysis of questionnaires

Analysis of questionnaires

Teaching information literacy

Teaching information literacy

Appendix: Information Literacy and the Practice of Research Survey

Appendix: Information Literacy and the Practice of Research Survey

CHAPTER 9 Teacher trainees of the Internet Age: Changing conceptions of information literacy instruction?

CHAPTER 9 Teacher trainees of the Internet Age: Changing conceptions of information literacy instruction?

Discussion

Discussion

Conclusion

Conclusion

References

References

CHAPTER 10 Dialogic literacy: A sociocultural literacy learning approach

CHAPTER 10 Dialogic literacy: A sociocultural literacy learning approach

A sociocultural view of learning and literacy

A sociocultural view of learning and literacy

Multimodal representations and situated learning

Multimodal representations and situated learning

Dialogic literacy and traditional information literacy definitions

Dialogic literacy and traditional information literacy definitions

Dialogic literacy and the knowledge-creation paradigm in teaching, learning and schooling

Dialogic literacy and the knowledge-creation paradigm in teaching, learning and schooling

Towards participatory learning and literacy culture

Towards participatory learning and literacy culture

References

References

PART IV. CONTEXTS AND CONCEPTIONS OF INFORMATION USE

PART IV. CONTEXTS AND CONCEPTIONS OF INFORMATION USE

CHAPTER 11 On the connections between information use and learning process

CHAPTER 11 On the connections between information use and learning process

Theoretical background

Theoretical background

Research design

Research design

Discussion

Discussion

References

References

CHAPTER 12 Knowledge building by Australian online investors: The role of information literacy

CHAPTER 12 Knowledge building by Australian online investors: The role of information literacy

The literature

The literature

Philosophy and method

Philosophy and method

The quantitative component

The quantitative component

The qualitative component

The qualitative component

Conclusion

Conclusion

Acknowledgments

Acknowledgments

References

References

CHAPTER 13 Evidence-based practice: Information professionals’ experience of information literacy in the workplace

CHAPTER 13 Evidence-based practice: Information professionals’ experience of information literacy in the workplace

Key concepts

Key concepts

Discussion

Discussion

Conclusion

Conclusion

PART V. MULTICULTURAL AND GENDERED ASPECTS OF INFORMATION LITERACY

PART V. MULTICULTURAL AND GENDERED ASPECTS OF INFORMATION LITERACY

CHAPTER 14 Becoming a citizen-becoming information-literate? Immigrants’ experiences of information literacy learning situations in Finland

CHAPTER 14 Becoming a citizen-becoming information-literate? Immigrants’ experiences of information literacy learning situations in Finland

Background

Background

Three stories of immigrants’ lives

Three stories of immigrants’ lives

Discussion

Discussion

References

References

CHAPTER 15 Exploring information literacy from feminist perspectives

CHAPTER 15 Exploring information literacy from feminist perspectives

Gender-focused information literacy research

Gender-focused information literacy research

Feminist epistemologies

Feminist epistemologies

Critical feminism

Critical feminism

Feminist theory: Different perspectives

Feminist theory: Different perspectives

Postcolonial feminism

Postcolonial feminism

Challenges for future research on learning, literacies and information practices

Challenges for future research on learning, literacies and information practices

Notes on contributors

Notes on contributors

Index

Index

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