A comparison between the multiple-context relational approach underpinning this study and the single-context relational approach promoted by Bruce (1997a), Lupton (2004) and Edwards (2006) is presented in this concluding chapter to demonstrate that this research offers a more comprehensive account of information literacy. In practice this means that in this study the two-way (or binary) relationship between the individual or learner and information, that characterises earlier relational studies, is used in combination with a three-way (or ternary) relationship reflecting the dynamics between learners, their information goals and educators. Together these binary and ternary relationships offer a greater insight into the ...

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