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Journal of Information Literacy [SJR: 0.227] [H-I: 2] [715 followers] Follow  Open Access journalISSN (Print) 1750-5968 Published by Loughborough University Library  [1 journal]
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- Construction site
Authors: Emma Coonan
Pages: 1 - 3
PubDate: 2017-06-05
DOI: 10.11645/11.1.2232
Issue No: Vol. 11, No. 1 (2017)
- Information literacy and informed learning: conceptual innovations for IL
research and practice futures.
Authors: Christine Susan Bruce, Andrew Demasson, Hilary Hughes, Mandy Lupton, Elham Sayyad Abdi, Clarence Maybee, Mary M Somerville, Anita Mirijamdotter
Pages: 4 - 22
Abstract: Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previouly published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to information literacy. In this paper, Christine Bruce introduces the background to this work and the contributing researchers. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network. The key ideas presented are: The expressive window for information literacy (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and informed systems (Mary Somerville and Anita Mirjamdotter). In each piece, authors reflect on what the idea is about, where it came from and what it might mean for research and practice.
PubDate: 2017-06-05
DOI: 10.11645/11.1.2184
Issue No: Vol. 11, No. 1 (2017)
- Crossing the threshold: reflective practice in information literacy
development
Authors: Sheila Corrall
Pages: 23 - 53
Abstract: Do we think enough about what we are doing as information literacy practitioners' The relationship between reflection and information literacy development is well documented in academic and professional literature, particularly in the context of teaching librarians using reflective activities to enable learners to think critically about their information literacy abilities. Parallel literature from education and other fields has promoted the concept of the reflective or thinking practitioner. Drawing on literature and theory from various domains, we review the concepts of reflection and reflective practice, and discuss their application and take-up in library and information work, with particular reference to the teaching role of librarians in the context of developments in critical information literacy. Our review suggests that reflective practice is generally recognised as an important dimension of library and information work, but is currently underdeveloped in comparsion with other professions. Using terminology and theory from the pedagogical arena, we contend that critical reflection needs to be elevated to the special status of a threshold competence for library and information professionals generally and for information literacy practitioners in particular. We also argue that our profession needs purpose-designed domain-specific advice and guidance on reflective practice, to support initial and continuing education of library and information workers, and we conclude by identifying areas where further research is required to clarify the role of reflection in library and information research and evaluation, to explore existing approaches to reflection in professional education programs, and test the transferability of reflective methods used in other professional domains.
PubDate: 2017-06-05
DOI: 10.11645/11.1.2241
Issue No: Vol. 11, No. 1 (2017)
- Lessons from Forty Years as a Literacy Educator: An Information Literacy
Narrative
Authors: James Elmborg
Pages: 54 - 67
Abstract: This article summarises the author’s evolution as a writing instructor toward a career as a librarian teaching information literacy and finally as a scholar and researcher studying information literacy as an academic subject. Changes in writing pedagogy are explored as they relate to changes in the author’s instructional practices and how they underlie an understanding of information literacy as a form of literacy practice closely related to writing. Questions about the future of information literacy under current management philosophy are presented.
PubDate: 2017-06-05
DOI: 10.11645/11.1.2190
Issue No: Vol. 11, No. 1 (2017)
- The Warp and Weft of Information Literacy: Changing Contexts, Enduring
Challenges
Authors: Barbara Fister
Pages: 68 - 79
Abstract: In this personal exploration of information literacy instruction at one institution, I look back at three decades of my involvement with pedagogy and how our local practices have reflected national conversations about the field. Anxiety about the identity and purpose of academic libraries in higher education has shaped the ways we have conceptualized and argued for the value of IL, yet in spite of spirited efforts to reformulate our purpose, many of the challenges we face have consistently resisted solutions.
PubDate: 2017-06-05
DOI: 10.11645/11.1.2183
Issue No: Vol. 11, No. 1 (2017)
- Posing the million dollar question: What happens after graduation'
Authors: Alison J. Head
Pages: 80 - 90
Abstract: This paper reflects on the increase of information literacy research about the workplace and lifelong learning during the past 10 years. Librarians have long held that lifelong learning is the goal of information literacy instruction and training, but until the last decade, there has been a paucity of research about the information-seeking behaviour of students after they graduate. The origins and drivers of this shift in the research agenda are examined, drawing on US research studies by Project Information Literacy (PIL), and related research from around the world. Key takeaways from this body of work are discussed in addition to the implications findings have for academic librarians teaching and working with university students. Directions for future research are identified and discussed.
PubDate: 2017-06-05
DOI: 10.11645/11.1.2186
Issue No: Vol. 11, No. 1 (2017)
- Information literacy and literacies of information: a mid-range theory and
model
Authors: Annemaree Lloyd
Pages: 91 - 105
Abstract: Information literacy (IL) research tends to fall into one of two spaces. In the conceptual space the research concern rests with understanding the experience and core elements of the practice and how it emerges. In the practical space the execution and outcome of the practice as markers of successful teaching and learning are the focus. The division between these spaces and the lack of researcher/practitioner convergence create a conundrum that limits our ability to theorise IL, to adequately situate IL in library and information science research, to champion its benefits outside the library and information science field, or to promote to funding bodies the impact of IL. To address this conundrum a theory and foundational model of IL is described which attempts to reconstruct the IL space and its enactments without privileging research or practice.
PubDate: 2017-06-05
DOI: 10.11645/11.1.2185
Issue No: Vol. 11, No. 1 (2017)
- How can you tell if it’s working' Recent developments in impact
evaluation and their implications for information literacy practice.
Authors: Sharon Markless, David Streatfield
Pages: 106 - 119
Abstract: This paper surveys the (patchy and uneven) advances in LIS impact evaluation over the past ten years and notes the surge forward in public library impact evaluation, before looking more broadly at international and educational impact evaluation scene and noting the advance of programme-theory driven approaches. The authors then identify various trends drawn from the wider evaluation discourse that they think are likely to be relevant to information literacy (IL) practitioners, academic staff, employers and others who are concerned with impact evaluation of IL work.The trends identified are:
growing clarity about the levels of evaluation expertise needed to deliver information literacy support from the perspectives of leaders of LIS education programmes, staff of academic institutions, library leaders and managers and IL practitioners,
growing interest in more inclusive or democratic approaches to impact evaluation
the limitations of the simple logic model of evaluation
re-purposing of existing data to meet new evaluation needs
collecting and presenting stories of change as impact evaluation evidence.Implications for IL practitioners are offered in relation to each of these trends. The authors then predict that over the next ten years there will be a strong focus on whether IL interventions are having an impact in combating misinformation and disinformation; more systematic and sustained approaches to IL impact evaluation in the health and higher education sectors but less so in some school libraries and other settings. They think that the more proactive public libraries will adopt IL evaluation approaches, that workplace IL will continue to depend upon the organisational culture, and that research on information seeking in context will shed light on evaluation priorities. Finally, they hope that future IL work will be underpinned by programme theory-based evaluation.
PubDate: 2017-06-05
DOI: 10.11645/11.1.2201
Issue No: Vol. 11, No. 1 (2017)
- Information Literacy: Agendas for a Sustainable Future
Authors: Ross J. Todd
Pages: 120 - 136
Abstract: This paper, somewhat an incomplete historical overview and personal perspective, outlines a number of key challenges and opportunities in relation to future directions and developments in information literacy as a field of research and professional practice. It gives attention to significant foundational (selective) scholarship in the field, identifies a number of challenges in relation to theoretical frameworks, research needs, determining outcomes and impacts, and pedagogical frameworks for information literacy instruction. It is posited that addressing these challenges can play a role in sustaining information literacy as a significant educational and social agenda.
PubDate: 2017-06-05
DOI: 10.11645/11.1.2233
Issue No: Vol. 11, No. 1 (2017)
- Information literacy is a subversive activity: developing a research-based
theory of information discernment
Authors: Geoff Walton
Pages: 137 - 155
Abstract: The theory of information discernment discussed here is firmly based on models, research and scholarship of information literacy coupled with theory and research in information behaviour. This paper will explore original research conducted by Walton and Hepworth and how it has developed over the last 10 years - the pilot study was reported in the very first edition of this journal in 2007. It will show that it has led to the emergence of the concept of information discernment and how Foucault’s discourse analysis theory has been used to further critically analyse its application. This paper will show how the research has been applied in a range of contexts, from enabling students in their first year of A-level study in the UK to carry out better research for their extended project qualification (EPQ), to teaching information literacy to undergraduates in various disciplines. This research will then be synthesised to create a new theory of information discernment summarised as: the ways in which social, psychological, behavioural and information source factors influence peoples’ judgements about information. I argue that information discernment should be included in future notions of information literacy and, in particular, informs the ACRL (2016) key threshold concept that authority is constructed and contextual. Attendant psychological notions of worldview, misinformation, confirmation bias, motivated reasoning and epistemic beliefs will be explored to determine how these articulate and enrich this new theory. The paper explores how this theory can be applied in practice beyond the learning environment, and argues that, ultimately, information literacy is a subversive activity which challenges received notions of the construction, communication and exchange of information and knowledge.
PubDate: 2017-06-05
DOI: 10.11645/11.1.2188
Issue No: Vol. 11, No. 1 (2017)
- Information literacy: conceptions, context and the formation of a
discipline
Authors: Sheila Webber, Bill Johnston
Pages: 156 - 183
Abstract: In this article the authors argue that progress in the development of information literacy (IL) has been hindered by tendencies such as: denying that information literacy is even a subject, paying exclusive attention to forces outside the discipline and forming information literacy silos. The authors start by reflecting on formative developments in information literacy outside North America in the late 1990s-early 2000s, and noting that IL has not evolved from that period as much as one might expect. They identify hindrances to information literacy’s formation as a discipline, and relate their discussion to changing notions of disciplinarity. The authors present ‘Information Literacy in the lifecourse’ as an example focus which could stimulate engagement from researchers and practitioners who are currently situated in different information literacy silos. They conclude that taking a disciplinary and lifecourse approach to information literacy would open up opportunities for working in a collegiate way, both within the information literacy community and with those outside it, and provide a more robust foundation for influencing policy.
PubDate: 2017-06-05
DOI: 10.11645/11.1.2205
Issue No: Vol. 11, No. 1 (2017)
- Embedding peer support as a core learning skill in higher education
Authors: Gerard Ryder, Philip Russell, Martha Burton, Paul Quinn, Sarah Daly
Pages: 184 - 203
PubDate: 2017-06-05
DOI: 10.11645/11.1.2207
Issue No: Vol. 11, No. 1 (2017)
- How little is too little' An examination of information literacy
instruction duration for freshmen
Authors: Sarah Dauterive, John Bourgeois, Sarah Simms
Pages: 204 - 219
PubDate: 2017-06-05
DOI: 10.11645/11.1.2161
Issue No: Vol. 11, No. 1 (2017)
- Assessing the impact of a guided inquiry unit on Year 5 pupils’
information literacy: a student case study
Authors: Rebecca J. Scott
Pages: 220 - 226
PubDate: 2017-06-05
DOI: 10.11645/11.1.2211
Issue No: Vol. 11, No. 1 (2017)
- ISSOTL 2016: exploring opportunities for librarians
Authors: Charissa Jefferson, Margy Elizabeth MacMillan, Ann Manginelli, Caitlin McClurg, Brian Winterman
Pages: 227 - 231
PubDate: 2017-06-05
DOI: 10.11645/11.1.2174
Issue No: Vol. 11, No. 1 (2017)
- Northern Collaboration User Experience LX, University of Huddersfield,
17th March 2017
Authors: Sarah George
Pages: 232 - 233
PubDate: 2017-06-05
DOI: 10.11645/11.1.2206
Issue No: Vol. 11, No. 1 (2017)
- LILAC 2017: Student View
Authors: Bethan Louise Davies
Pages: 234 - 236
PubDate: 2017-06-05
DOI: 10.11645/11.1.2230
Issue No: Vol. 11, No. 1 (2017)
- LILAC 2017: Interviews with bursary winners
Authors: Leanne Workman
Pages: 237 - 239
PubDate: 2017-06-05
DOI: 10.11645/11.1.2229
Issue No: Vol. 11, No. 1 (2017)
- Book Review of Gröppel-Wegener, A. 2016. Writing essays by pictures: a
workbook. Huddersfield: Innovative Libraries.
Authors: Greta Friggens
Pages: 240 - 241
PubDate: 2017-06-05
DOI: 10.11645/11.1.2204
Issue No: Vol. 11, No. 1 (2017)
- Omar, D. 2017. Book Review of Prom, C.J. and Hinchliffe, L.J. (eds.) 2016.
Teaching with Primary Sources. Chicago: Society of American Archivists
Authors: Davina J Omar
Pages: 242 - 243
PubDate: 2017-06-05
DOI: 10.11645/11.1.2215
Issue No: Vol. 11, No. 1 (2017)
