- 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
- 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
- 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
- Chapter 6: Digital literacies as school practices
- Chapter 7: Year 12 students’ use of information literacy skills: A constructivist grounded analysis
- Chapter 4: Problem-based learning and collaborative information literacy in an educational digital video course
- Part III: Challenges in information literacy teaching
- Chapter 8: Generic versus discipline-specific skills
- Chapter 9: Teacher trainees of the Internet Age: Changing conceptions of information literacy instruction?
- 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
- 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
- Part V: Multicultural and gendered aspects of information literacy
- Challenges for future research on learning, literacies and information practices
- Notes on contributors
- Index
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