Index

A

academic libraries and librarianship, 35–65
academics, 74
ACRL standards, 44, 49, 55–8, 101, 113
advocacy, 60–2, 112–17
affordances, 155, 158, 168–71, 174–5
ALA, 113
A Library Advocate’s Guide to Building Information Literate Communities, 116
Building Information Literate Communities, 116
definition of information literacy, 41
Alexandria Proclamation on Information Literacy and Lifelong Learning, 61–2, 111–14, 127, 129–31
ALIA, 113
Standard on Information Literacy for all Australians, 114
American Library Association See ALA
ANZIIL framework, 48, 57, 101, 113
aspirational discourse, 146
aspirational information literacy, 127–9
Association of College and Research Libraries See ACRL
auditors, 75–6
Australian and New Zealand Institute of Information Literacy See ANZIIL
Australian Library and Information Association See ALIA
autonomous view of literacy, 13

B

baking industry study, 80–1
barriers to information, 141, 172
Bateson, G., definition of information, 5, 11
behaviourist vs. constructivist approach, 36
Bevan, F., 99–100
body
and learning, 18
as information source, 18, 93–4, 165–7, 172, 177
engagement with information landscape, 89–90
in action, 165
in practice, 17–18
boundedness, in education sector, 142
Bourdieu, P., 16
Breivik, P., 83, 113
Breu, R.D., 121–2
Brey-Casiano, C.A., 116
Bruce, C., 39–42, 53–4, 74–5, 99, 123–4
Bundy, A., 60, 147
Burnheim, R., 78–9
business executives, 82–3

C

Canadian information policy, 121–2
Candy, P., 127, 131
Case, D., definition of information, 11
characterization of information literacy, 64–5
Chartered Institute of Library and Information Professionals See CILIP
Cheuk, B., 75–6, 85–6, 101
CILIP
skills and competencies, 84
workshops, 52
civil society, 127–9
codified sources of information, 91–2, 94, 102–3
cognitive perspective on literacy, 13
collaborative practice, 86, 88, 137–8, 144, 151
collective information, 164
collective practice, 44, 73, 76, 93, 100–1, 140, 145, 165
communicating information literacy concept, 86
communication skills, 146
communities of practice, 21
and novices, 173
definition, 21
participation in, 10
sources of information, 10
community, and information literacy, 44, 146–7
competency
definition, 77–8
information literacy as, 45, 77–81, 137, 143–5
computer skills See information and computer technology skills
conceptual architecture
and learning, 152–3
for information literature, 5, 151–77
constructing knowledge see knowledge construction
constructionism / constructionist approach, 9, 23–4, 26, 89, 148
constructivist approach, 36, 39, 49, 75
context, 155
dependence on, 29, 145
importance of, 140, 156–8, 175, 181
context-dependence
of affordances, 169–70
of corporeal modality, 164–5
of social modalities, 164
Cornelius, I., definition of information, 12
corporate decision-making, 82–3
corporeal information, 18 See also physical information
corporeal modality, 164–7
Corrall, S., 62
Correia, A.M.R., 128
cost of low information literacy in the workplace, 83
Council of Australian University Librarians, 57
coupling, 174–5
Crawford, J., 83–4, 100
creation of new knowledge, 114
critical literacy approach, 14
critical thinking, 142, 146, 177
curriculum design, 53–5

D

Danish public libraries, 119–20
data, transformation to information, 12
De Saulles, M., 82
Demonstration, 172
development workers, 99
Dewey, J., 18
digital information, 37
discourse, 15, 26, 36, 155, 158–60
discursive practice See discourse
distance education, 45 See also online education
Doyle, C., 38

E

economic development, 114
Economist Intelligence Unit, 82–3
education for librarianship, 50–2, 176
education sector
information literacy in, 142–3
skills-based approach, 103–4
educational perspective vs. workplace practice, 101
Elmborg, J., 14
embodied knowledge, 95, 166
emergency services sector, 76, 88, 90–5
employability, 80–1
employers’ expectations, 100
empowering practice, information literacy as, 146
engineering students, 99
epistemic modalities, 142, 161–3, 172
epistemological approach, 154
evaluating information, 142
experienced workers and novices, 94–5, 98, 141, 147, 160, 170, 173
experiential information, 163

F

Fafeita, J., 81
Finland, information literacy programmes, 115
fire sense, 166
formal training, and the workplace, 91–2
frameworks and standards, 55–60, 143
functional literacy, 13
funding of programmes in public libraries, 116–17, 119–21

G

gaps in research, 148
Gasteen, G., 80
generic information literacy skills, 97, 99–100, 143, 145, 162
Giddens, A., 17
Goffman, E., 18
government agendas, information literacy in, 115
groups, and practice, 17

H

Harding, J.A., 118–20
Harris, B., 44
Hart, G., 124
health information literacy, 129–31
Hepworth, M., 87–8
higher education, 35
standards, 55–60
workplace, 74
Hoffman, C., 122–3
holistic perspective, 5, 15, 72, 76, 89, 138, 144–5, 151, 155, 182–3
human interaction, 44

I

ICT skills See information and computer technology skills
IFAP, 112
inclusive practice, 114
individuals
information experience, 73
information skills, 86
influence work, 173
informal learning in the workplace, 76, 93
information
as social product, 12
definition, 10–12
in abstract form, 12
nature of, 3
transformation to knowledge, 12
information activities, 171–3
information and communication technology skills, 73, 132–3, 146
information behaviour research, 24
information landscapes, 2–3
definition of, 9–10
information literacy
ALA definition, 41
and communities of practice, 21
and efficiency, 79
and knowledge management, 85
and learning, 15–16, 19–20, 39
and lifelong learning, 1, 39
and whole person, 29–30
architecture, 5, 151–77
as a phenomenon, 30, 36, 44, 72
as catalyst to learning, 2, 15, 25, 29, 36
as competency, 45, 77–81, 137, 143–5
as context-dependent practice, 29
as empowering practice, 146
as meta-practice, 4, 24, 29–30, 152, 168
as part of human activity, 1
as pedagogical practice, 46
as separate discipline, 45
as set of generic skills, 39, 97, 99–100
as situated practice, 3
as socio-cultural practice, 1–2, 9–14, 24–6, 29, 76, 88–90, 144, 175, 177, 182–3
as transferable skill, 39
assessment, 48–50, 55–6
characterized, 64–5
conceptualization of, 14–15, 19–20, 22, 26
curriculum design, 53–5
definition of, 10, 27–8, 38
definitions in higher education, 41
education, 36–7, 175–7
embedding in subject curricula, 47–8
guidelines for public libraries, 118–19
in higher education, 17, 26, 36
in political agendas, 115
in the workplace, 71–104
instruction, 46–8
outcomes, 35–65
practice, 1–2, 9–14, 24–6, 29
research, 37–40
skills-based approach, 5, 26, 36, 45, 47–8, 72, 75–81, 137, 143, 145, 162
social dimensions, 88
training skills for librarians, 133
transfer, 97–100
understanding of, 1
information modalities, 145, 155, 160–7, 174
information need, recognition of, 88, 147
information practice, 168–71
as socio-cultural practice, 151–2, 154–5
definition of, 4, 24, 29–30
research, 23
information science See librarianship
information searching, 112, 132, 142
information seeking, 23–4, 75–6
model, 39–42
information sharing, 174
in community of practice, 22–3
in the workplace, 86
information skills, demand for, 5
information studies See librarianship
information use, 75
information work, 171–2
informationskompetence, 119
informed citizenry, 147
institutional information modalities, 91–2, 94
institutionally sanctioned information, 161
instructional practices in public libraries, 121
Internet training in public libraries, 122
Internet use in public libraries, 122
intersubjectivity, 22, 140, 154, 160, 164–5, 167, 172
Irving, C., 83–4, 100
IT professionals, 74
IT skills See information and communication technology skills

J

JISC i-skills model, 87
Johannisson, J., 96
Johnston, B., 42, 45
Julien, H., 45, 121–3

K

Kapitzke, S., 43, 87
Kemmis, S., 17
Kirk, J., 100
know-how See practical knowledge
know-that See propositional knowledge
know-why See propositional knowledge
knowing, definition of, 12
knowledge
construction, 11–12, 18, 26
creation, 114
hierarchy in medicine and nursing, 96
management, 85
relational nature of, 19
workers, 72, 74, 101
Kuhlthau, C., 39

L

Lampson, M., 123–4
Lave, J., 22–3
lawyers, 80
learning
and conceptual architectures, 152–3
as product, 162
role of body in, 19 See also lifelong learning
LIANZA, 124–5
librarians, 74
advocacy role, 115–17
and information literacy roles, 51, 133
and teaching ability, 45–6, 52–3
and workplace information literacy, 80
as educators, 51–2, 60
communicating information literacy, 86
education of, 176
relationship with teaching faculty, 45, 48, 51–3
librarianship, 23
education, 50–2, 176
and teaching skills, 121, 123
nature of, 181
library access to online information, 45
Library and Information Association of New Zealand Aotearoa See LIANZA
library associations, advocacy role, 115–17
library profession See librarianship
library science See librarianship
library-centric practice, 132–3, 138, 143, 147, 152, 162
lifelong learning, 1, 39, 60, 113–14, 127, 146
literacy
as social practice, 13–14
as transferable competency, 13
definitions of, 13–14
Lloyd, A., 44, 76–7
longitudinal study, Canada, 45
Lupton, M., 43

M

managers’ experience of information, 100
Markless, S., 100–1
Martina, C., 80–1
McMahon, C., 99
meaning, 20–2
meaning making, 26, 155
Merleau-Ponty, M., 18
meta-practice, information literacy as, 4, 24, 29–30, 152, 168
multiliteracies, 14, 43

N

National Information Literacy Framework, Scotland, 83
national information policies, 126–7
New Zealand public library programmes, 124–6
non-academic staff needs, 87
non-verbal information, 165
Nordic public libraries, 115
novices
and community of practice, 173
and experienced workers, 94–5, 98, 141, 147, 160, 170, 173
and workplace learning, 91–2
nurses, 96

O

online education, 37–40, 45, 100–1
ontological understanding, 154
Ornan, J., 84–5
O’Sullivan, C, 80

P

Palmer, S., 99
particpatory citizenry, 114, 127–9
pedagogical expertise of librarians, 45–6, 52–3
pedagogical practice, information literacy as, 46
personal dimension of social information, 163–4
phenomenography, 40–2
physical information, 93–4, 166, 172
physical information See also corporeal information
pit sense, 166
plagiarism, 101
political agendas, information literacy in, 115
power company workers, 95–6
power within discourse, 159–60
practical knowledge, 140, 163, 165
practice
as social activity, 17
as the property of groups, 17
definition of, 16
practice architectures, 153
practice perspective for information literacy, 153–5
practice theory, 15–17, 154
Prague Declaration, 111–12, 127–8
professional education, 74
professional identity, 95
propositional knowledge, 140, 143, 161
public librarians
and teaching skills, 146–7
attitudes, 121, 123–4
responsibilities, 112
skill levels, 112
public libraries, 146–7
and funding of information, 116–17, 119–20
and information literacy advocacy, 111–33
and information skill development, 118
and schoolchildren, 120, 124–6
collaboration with schools, 123, 125–6
in Denmark, 119–20
in Nordic countries, 115
in South Africa, 124
instructional practices, 121
partnerships, 125–6
research, 117
responsibility for information literacy, 118
strengths, 118
public use of Internet, 122

Q

qualitative research, 36, 44
quantitative vs. qualitative research, 36

R

Reckwitz, A., 18
research
gaps, 148
information literacy, 38–40
information practice, 23
information behaviour, 24
public libraries, 117
qualitative, 36, 44
quantitative, 36
translated into practice, 55
workplace, 73–7
responsible citizenship, 127–8
Rosenberg, V., 81–2
Ruben, B.D., 11–12

S

SAILS, 49
Schatzki, T., 4, 16
school curriculum, and public libraries, 120–1, 125–6
schools, collaboration with public libraries, 123, 125–6
SCONUL model, 57–8, 83, 113
Searle, J., 13
sense making, 75
sensory information, 93, 165
situated knowledge, 164, 181
situated learning, 22–3, 174, 177, 181
situated practice, 3, 152, 176, 183
skill, definition of, 77
skills-based approach to information literacy, 5, 26, 36, 45, 47–8, 72, 75–81, 137, 143, 145, 162
Skov, A., 119–20, 125–6
small businesses, 81–2
Smith, E., 80–1
Smith, M., 87–8
social development, 114
social dimensions of information literacy, 88
social information, 95, 163, 177
social modalities, 163–4, 172
Society of College, National and University Libraries See SCONUL
socio-cultural perspective, 104, 154
socio-cultural practice
information literacy as, 1–2, 9–14, 24–6, 29, 76, 88–90, 144, 175, 177, 182–3
of workplaces, 93
Standardized Assessment of Information Literacy Skills See SAILS
standards and frameworks, 55–60, 143
standards and guidelines in the workplace, 101
strategic value of information literacy, 83
strategy documents in higher education sector, 62
strategy for information literacy, 62–3
Streatfield, D., 100–1
student assessment, 48–50
students and information use, 54–5
Sundin, O., 96

T

tacit information, 22
tacit knowledge, 163
TAFE educators, and information literacy, 78
TAFE information literacy programmes, 81
TAFE librarians, 81
Talja, S., 12
teaching role, and public libraries, 121, 123–4
teaching skills
and librarianship education, 121, 123
of public librarians, 146–7
technicist perspective on literacy, 13
technology training, 112
tertiary education sector, 137
theorizing information literacy, 181
transfer
of information literacy, 97–100, 123
transfer of learning, 72–3
of skills, 73
transferable skills, 143
Tucker, B., 99

U

UNESCO Information for All Programme See IFAP
United Kingdom, strategy in higher education, 62–3
university curriculum, information literacy in, 61
University of Melbourne Library, 52

V

Veinot, T., 95–6
vocational training, 137, 143
in Australia, 78

W

Webber, S., 42, 45
Wenger, E., 17–18, 23–4
white-collar workers, 72
work, varied nature of, 73
workplace change, 79
workplace efficiency, 79
workplace identity, development of, 91–2, 141
workplace information literacy, 71–104, 144–5
advocacy for, 84–6
workplace learning, 72–3, 137
workplace practice, 26–7
and educational perspective, 78, 86
workplace research, 73–7
work-readiness, 148

Z

Zurkowski, P., 60, 71, 77
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