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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?
This book provides an overview of approaches to assist researchers
and practitioners to explore ways of undertaking research in the
information literacy field. The first chapter provides an
introductory overview of research by Dr Kirsty Williamson (author
of Research Methods for Students, Academics and Professionals:
Information Management and Systems) and this sets the scene for the
rest of the chapters where each author explores the key aspects of
a specific method and explains how it may be applied in practice.
The methods covered include those representing qualitative,
quantitative and mixed methods. Both a chapter on the topical
evidence-based practice approach, and another critiquing it, are
also included. The final chapter points the way towards potential
new directions for the burgeoning field.
Renowned information literacy researcher Dr Christine Bruce affirms
the usefulness of the book: New researchers and early career
professionals will appreciate the clarity of the introductions
provided' to each of the methods covered.
Drawing upon the author s on going research into information
literacy, Information Literacy Landscapes explores the nature of
the phenomenon from a socio-cultural perspective, which offers a
more holistic approach to understanding information literacy as a
catalyst for learning. This perspective emphasizes the dynamic
relationship between learner and environment in the construction of
knowledge. The approach underlines the importance of contextuality,
through which social, cultural and embodied factors influence
formal and informal learning. This book contributes to the
understanding of information literacy and its role in formal and
informal contexts.
Explores the shape of information literacy within education and
workplace contextsIntroduces a holistic definition of information
literacy which has been drawn from empirical studies in the
workplaceIntroduces a range of sensitizing concepts for researchers
and practitioners"
Information literacy research is growing in importance, as
evidenced by the steady increase in dissertations and research
papers in this area. However, significant theoretical gaps remain.
Information Literacy Through Theory provides an approachable
introduction to theory development and use within information
literacy research. It provides a space for key theorists in the
field to discuss, interrogate and reflect on the applicability of
theory within information literacy research, as well as the
implications for this work within a variety of contexts. Each
chapter considers a particular theory as its focal point, from
information literacy and the social to information literacy through
an equity mindset, and unpacks what assumptions the theory makes
about key concepts and the ways in which the theory enables or
constrains our understanding of information literacy. This book
will provide a focal point for researchers, practitioners and
students interested in the creation and advancement of conceptually
rich information literacy research and practice.
The last 46 years have witnessed a deep and continued interest in
information literacy. This interest has resulted in an extensive
range of research being undertaken and a burgeoning corpus of
literature created by academic researchers, library practitioners
and other researchers who explore information literacy through
their own disciplinary lens. The Qualitative Landscape of
Information Literacy Research is a landmark publication that will
develop and support readers’ understanding of how information
literacy research and teaching is framed, developed and produced.
Written by a leading expert in the field, it introduces and
describes the key approaches taken by qualitative researchers,
identifying core and specialist methods, techniques and theories.
In each chapter, examples will illustrate how theory, types of
pedagogical frameworks, methods and tools have been used. Coverage
includes: theory and key concepts of information literacy social
theory framework and their application to information literacy
research exploration of the pedagogical frameworks that inform
information literacy a range of qualitative methods that shape
information literacy research data collection techniques research
design. This book will be valuable to researchers in information
literacy, students who are developing or undertaking research or
simply interested in identifying approaches to information literacy
and practitioners who want to investigate the practice of
information literacy to create an evidence base to support
information literacy in their workplaces or institutions.
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