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Part III: Challenges in information literacy teaching
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Part III: Challenges in information literacy teaching
by Sanna Talja, Annemaree Lloyd
Practising Information Literacy
Cover image
Title page
Table of Contents
Copyright
Acknowledgments
Integrating theories of learning, literacies and information practices
Part I: Theoretical perspectives
Chapter 1: Windows on information literacy worlds: Generic, situated and transformative perspectives
Part 1 Literacy models and perspectives
Part 2 GeST windows
Part 3 GeST in practice
Using the GeST windows
Conclusion
Acknowledgments
Chapter 2: Lessons from the workplace: Understanding information literacy as practice
Sociocultural and practice perspectives
Information literacy and workplace knowledge
Emergency workers: fire fighters and ambulance officers
Establishing an agenda for information literacy research
Dimensions of information literacy practice
Constructing knowledge through practice: implications and challenges for practitioners and researchers
Chapter 3: Information literacy as situated and distributed activity
Information literacy as individual competence
Information literacy as sociocultural, tool-mediated activity
Participating in communities of practice
Sociocultural tools for information literacy
Situated and distributed information literacy
Conclusions
Part II: Practising information literacy in formal learning contexts
Chapter 4: Problem-based learning and collaborative information literacy in an educational digital video course
Problem-based learning and information literacy
Research questions and procedure
Course description
Data collection and analysis
Research results
Determining the extent of information needed
Accessing the needed information
Versatile information retrieval methods and resources
Transgressing one’s comfort zone and the boundaries of competencies
Evaluating and using information
Evaluative talk focusing on knowledge acquisition, information and sources
Example: Is an information source from the 1980s still usable?
Conclusions
Chapter 5: The challenges of the first research paper: Observing students and the teacher in the secondary school classroom
Theoretical framework
Research questions and research design
Data and methods
Results
Discussion
Chapter 6: Digital literacies as school practices
The perspective of media education research
Digital literacies
Methodology
Digital literacies as school practices: Laura’s lesson
Discussion
Conclusion
Chapter 7: Year 12 students’ use of information literacy skills: A constructivist grounded analysis
Information literacy research in schools
The transfer of learning
Methodology
Results
Discussion
Conclusion
Acknowledgment
Part III: Challenges in information literacy teaching
Chapter 8: Generic versus discipline-specific skills
Literature review
Context, constructionism and practice
Methods
Analysis of questionnaires
Authority
Logical consistency
Teaching information literacy
Appendix: Information Literacy and the Practice of Research Survey.
Chapter 9: Teacher trainees of the Internet Age: Changing conceptions of information literacy instruction?
Teachers’ conceptions of information literacy instruction
Research design
Data analysis
Findings
Discussion
Conclusion
Chapter 10: Dialogic literacy: A sociocultural literacy learning approach
A sociocultural view of learning and literacy
Multimodal representations and situated learning
Challenges of learning in and around schooling
Dialogic literacy and traditional information literacy definitions
Dialogic literacy and the knowledge-creation paradigm in teaching, learning and schooling
Towards participatory learning and literacy culture
Part IV: Contexts and conceptions of information use
Chapter 11: On the connections between information use and learning process
Theoretical background
Research design
Information use and learning
Discussion
Conclusion
Acknowledgments
Chapter 12: Knowledge building by Australian online investors: The role of information literacy
The literature
Questions to be addressed
Philosophy and method
The quantitative component
The qualitative component
The sample
The interviews
Data analysis
Findings
Information overload
Predilection for speedy access to information
Relationships between perceptions of levels of risk-taking and analysis
Influence of social and media networks
Impediments to knowledge building using Internet resources
Conclusion
Acknowledgments
Chapter 13: Evidence-based practice: Information professionals’ experience of information literacy in the workplace
Key concepts
The research project
Discussion
Conclusion
Acknowledgments
Part V: Multicultural and gendered aspects of information literacy
Chapter 14: Becoming a citizen–becoming information-literate? Immigrants’ experiences of information literacy learning situations in Finland
Background
Methods
Three stories of immigrants’ lives
Discussion
Chapter 15: Exploring information literacy from feminist perspectives
Information literacy research
Gender-focused information literacy research
Need for feminist approaches in information literacy research
Feminist epistemologies
Critical feminism
Feminist theory: Different perspectives
Postcolonial feminism
Conclusion
Challenges for future research on learning, literacies and information practices
Notes on contributors
Index
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Chapter 7: Year 12 students’ use of information literacy skills: A constructivist grounded analysis
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Chapter 8: Generic versus discipline-specific skills
Part III
Challenges in information literacy teaching
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