Windows on information literacy worlds: Generic, situated and transformative perspectives
Mandy Lupton and Christine Bruce
Since the early 1990s, information literacy has emerged as a research agenda and an area of curriculum practice in formal education throughout Western, technologized societies such as the United States, Canada, the United Kingdom, the Nordic countries and Australia. Information literacy has typically been seen as searching for, locating, evaluating, selecting, organizing and using information (Bundy 2004a). However, contemporary understandings based on empirical research link information literacy closely with the idea of using information to learn (Limberg 2000; Bruce 2008; Lupton 2004, 2008).
Information literacy ...