Practising Information Literacy

Practising Information Literacy

by Annemaree Lloyd, Sanna Talja
Released June 2010
Publisher(s): Chandos Publishing
ISBN: 9781780632803

Read it now on the O’Reilly learning platform with a 10-day free trial.

O’Reilly members get unlimited access to books, live events, courses curated by job role, and more from O’Reilly and nearly 200 top publishers.

Start your free trial

Book 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?

Table of contents

  1. Cover image
  2. Title page
  3. Table of Contents
  4. Copyright
  5. Acknowledgments
  6. Integrating theories of learning, literacies and information practices
  7. Part I: Theoretical perspectives
    1. Chapter 1: Windows on information literacy worlds: Generic, situated and transformative perspectives
      1. Part 1 Literacy models and perspectives
      2. Part 2 GeST windows
      3. Part 3 GeST in practice
      4. Using the GeST windows
      5. Conclusion
      6. Acknowledgments
    2. Chapter 2: Lessons from the workplace: Understanding information literacy as practice
      1. Sociocultural and practice perspectives
      2. Information literacy and workplace knowledge
      3. Emergency workers: fire fighters and ambulance officers
      4. Establishing an agenda for information literacy research
      5. Dimensions of information literacy practice
      6. Constructing knowledge through practice: implications and challenges for practitioners and researchers
    3. Chapter 3: Information literacy as situated and distributed activity
      1. Information literacy as individual competence
      2. Information literacy as sociocultural, tool-mediated activity
      3. Participating in communities of practice
      4. Sociocultural tools for information literacy
      5. Situated and distributed information literacy
      6. Conclusions
  8. Part II: Practising information literacy in formal learning contexts
    1. Chapter 4: Problem-based learning and collaborative information literacy in an educational digital video course
      1. Problem-based learning and information literacy
      2. Research questions and procedure
      3. Course description
      4. Data collection and analysis
      5. Research results
      6. Determining the extent of information needed
      7. Accessing the needed information
      8. Versatile information retrieval methods and resources
      9. Transgressing one’s comfort zone and the boundaries of competencies
      10. Evaluating and using information
      11. Evaluative talk focusing on knowledge acquisition, information and sources
      12. Example: Is an information source from the 1980s still usable?
      13. Conclusions
    2. Chapter 5: The challenges of the first research paper: Observing students and the teacher in the secondary school classroom
      1. Theoretical framework
      2. Research questions and research design
      3. Data and methods
      4. Results
      5. Discussion
    3. Chapter 6: Digital literacies as school practices
      1. The perspective of media education research
      2. Digital literacies
      3. Methodology
      4. Digital literacies as school practices: Laura’s lesson
      5. Discussion
      6. Conclusion
    4. Chapter 7: Year 12 students’ use of information literacy skills: A constructivist grounded analysis
      1. Information literacy research in schools
      2. The transfer of learning
      3. Methodology
      4. Results
      5. Discussion
      6. Conclusion
      7. Acknowledgment
  9. Part III: Challenges in information literacy teaching
    1. Chapter 8: Generic versus discipline-specific skills
      1. Literature review
      2. Context, constructionism and practice
      3. Methods
      4. Analysis of questionnaires
      5. Authority
      6. Logical consistency
      7. Teaching information literacy
      8. Appendix: Information Literacy and the Practice of Research Survey.
    2. Chapter 9: Teacher trainees of the Internet Age: Changing conceptions of information literacy instruction?
      1. Teachers’ conceptions of information literacy instruction
      2. Research design
      3. Data analysis
      4. Findings
      5. Discussion
      6. Conclusion
    3. Chapter 10: Dialogic literacy: A sociocultural literacy learning approach
      1. A sociocultural view of learning and literacy
      2. Multimodal representations and situated learning
      3. Challenges of learning in and around schooling
      4. Dialogic literacy and traditional information literacy definitions
      5. Dialogic literacy and the knowledge-creation paradigm in teaching, learning and schooling
      6. Towards participatory learning and literacy culture
  10. Part IV: Contexts and conceptions of information use
    1. Chapter 11: On the connections between information use and learning process
      1. Theoretical background
      2. Research design
      3. Information use and learning
      4. Discussion
      5. Conclusion
      6. Acknowledgments
    2. Chapter 12: Knowledge building by Australian online investors: The role of information literacy
      1. The literature
      2. Questions to be addressed
      3. Philosophy and method
      4. The quantitative component
      5. The qualitative component
      6. The sample
      7. The interviews
      8. Data analysis
      9. Findings
      10. Information overload
      11. Predilection for speedy access to information
      12. Relationships between perceptions of levels of risk-taking and analysis
      13. Influence of social and media networks
      14. Impediments to knowledge building using Internet resources
      15. Conclusion
      16. Acknowledgments
    3. Chapter 13: Evidence-based practice: Information professionals’ experience of information literacy in the workplace
      1. Key concepts
      2. The research project
      3. Discussion
      4. Conclusion
      5. Acknowledgments
  11. Part V: Multicultural and gendered aspects of information literacy
    1. Chapter 14: Becoming a citizen–becoming information-literate? Immigrants’ experiences of information literacy learning situations in Finland
      1. Background
      2. Methods
      3. Three stories of immigrants’ lives
      4. Discussion
    2. Chapter 15: Exploring information literacy from feminist perspectives
      1. Information literacy research
      2. Gender-focused information literacy research
      3. Need for feminist approaches in information literacy research
      4. Feminist epistemologies
      5. Critical feminism
      6. Feminist theory: Different perspectives
      7. Postcolonial feminism
      8. Conclusion
  12. Challenges for future research on learning, literacies and information practices
  13. Notes on contributors
  14. Index

Product information

  • Title: Practising Information Literacy
  • Author(s): Annemaree Lloyd, Sanna Talja
  • Release date: June 2010
  • Publisher(s): Chandos Publishing
  • ISBN: 9781780632803