In this chapter the multiple-context outcome space generated by this relational study is used to explain four individual students’ experience of information literacy through the examination of their relationship with information goals that they see as pertaining to personal, academic and professional contexts. The impact of these information literacy experiences generates instances of transformation and transfer and these are also examined within these multiple contexts.
impact seen as ‘before and after’
familiar and unfamiliar topics of research
In Chapter 4 we have seen how the four categories of description of information literacy: Functional Literacy, Provision, Lifelong ...