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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?
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