Index
academics’ attitudes, 172
accessing information, 79
acquisition framework of learning, 53
affective support, 322
of technology, 362
ALA See American Library Association
alternative epistemologies, 359-360
ambulance officers, 36-37
American Library Association, xii
assessment of students, 117
Australian Shareholders Association, 266
Barton, D, 126
behaviourist approach, 232-233
Bereiter, C, 216-217
black feminism, 346-347
Bloom’s Taxonomy of Educational Objectives, 191-192
Boolean operators, x
Booth, S, 280
Bruce, C, 276
Buckland, M, 230-231
Bundy, A, 23
Byström, K, 117
Chatman, E, 323
choice of information channel, 196
classroom interaction analysis, 101-103
cognitive processes, 242
collaborative knowledge practices, 217
collaborative nature of information literacy, 88-89
collaborative teaching, 135
comfort zone extension, 80-81
communicative approach, 302
communicative interaction, 118
community-valued information, 37
competency-based training, 36
computer literacy, 122-123
concept maps, 145
constructivist view of information literacy, 97
content focus in learning tasks, 193
contextuality, 31
control and evidence-based practice, 293
controlling student behaviour, 205-206
corporeal information, 42-43
critical feminism, 342-345
critical literacy movement, 8
nexus with searching skills, 184
cultural misunderstanding, 322
cultural tools, 57
curriculum design, 9
curriculum frameworks, 137
database searching and context, 54
decision-making, 293
decontextualized learning, 53
democratic culture and schooling, 222-223
determining extent of information needed, 75-79
Detterman, D, 146
Dewey, John, 55
dialogic literacy, 211-223
difficulty in locating information sources, 196
digital literacies¸ xi, 121-138
definition, 123-125
integration into schooling, 122
digital video course case study, 71-89
directing student learning, 205-206
discursive tools, 57
domain-dependence of information literacy, 357-358
domain, participation in new, 213
education policies, 121
Finland, 122
educational digital video course case study, 71-89
educational goals, 216
educational informatics, 244
educational technology paradigm, 122
embedded discipline knowledge, 170
embedded knowledge, 57-58
emergency workers, 34-38
employment immigrants, 301
environment–learner relationship, 31
epistemic knowledge, 40-41
epistemological beliefs, 237-238
teaching, 203
evaluation of professional practice, 275
everyday use vs. school use of literacy, 125
evidence-based practice, 273-294
criticisms of, 275
information practitioners view of, 276-293
fact-finding, 190
feminist perspectives of information literacy, 331-350
feminist theory, 346-347
fire fighters information modalities, 34-36
fire sense, developing, 35
forms of knowledge, 213-214
formulating questions, 192-193
Freire, P, 23
gender-focused research, 333-336
gender inequality in information technology, 334
gendered information literacies, 360-361
General Electric Healthcare, 51
generic definition of information literacy, shortcomings, 59
vs. discipline-specific skills, 169-184
applied to university courses, 16-21
goals, 322
Grootenboer, P, 38
grounded theory, 144
Gurwitsch, A, 280
Hamilton, M, 126
Harvey, R, 274-275
Herring, J, 98
higher education, 169-184
case study, 71-89
curriculum design, 21-22
Hogan, JM, 51
home domain vs. school domain, 132-133
home, students’ work at, 132-133
hooks, bell, 346
Huggins, J, 346
Hunsucker, RL, 293
illiteracy in foreign language context, 322
image–text interplay, 215
immigrant women and information literacy, 301-325
case studies, 308-321
immigrants, employment, 301
information need, 305
information practices, 304-306
information-seeking behaviour, 323
immigration policy, Finland, 302-303
individual-centric pedagogy, 53
individualistic approach, 36
influence work, 43
information activities, 43-44
information analysis and synthesis, 193
information channel choice, 196
information, concept of, 230-231
information coupling, 44
teaching, 203
information/knowledge dichotomy, 170
‘information literacies’, xi
and knowledge construction, 29
and language skills, 322-323
and social interaction, 8
as a literacy, 3-4
as learning outcome, 71
as situated and distributed activity, 51-62
as social practice, 357
concept of, 306
education, Finland, 323-324
instruction, 189-207
models, 4
and literacy perspectives, 8-9
of immigrant women, 301-325
origins, x
agenda, 357-363
in Australia, 332
interdisciplinarity of, xi
skills transfer, 161
standards, xi-xiii
information-literate workers, 33-34
information modalities, 39-43
information need immigrants awareness of, 305
information practitioners’ view of evidence-based practice, 276-293
information professionals, 273-294
information resources, 80
information retrieval methods, 80
and employment, 321
and problem-solving, 54
as fact-finding, 190
of immigrants, 323
of teacher trainees, 196-197
teacher observation of, 193
information sharing, 43-44
information society, x
information technology, x
theory, 361-362
and learning interaction, 241
and learning process, 229-245
as part of learning, 236-237
effect of learning on, 237-238
effect on learning, 238-241
of school students, 95-96
information work, 43
instructional formats for information literacy, 169
chat rooms, 254
speed, 253
use in teaching, 202-203
investors See online investors
ISP model See Information Search Process model
IT See information technology
Kemmis, S, 38
keyword searching, x
knowledge building, 212
knowledge, concept of, 231
knowledge creation, 216-217
knowledge forms, 213-214
knowledge use, 232
Kurdish women in Finland, 301
language, role of, 212-213
language skills, and information literacy, 322-323
learner-centred inquiry, 96
learner-centred pedagogy, 221-222
learner–environment relationship, 31
learning, 232-233
as individual process, xiii
as part of information use, 235-236
effect of information use on, 238-241
effect on information use, 237-238
interaction with information, 241
learning communities, 182
learning outcome information literacy as, 71
learning processes, 53
and information use, 229-245
learning transfer, 362-363
Learning with Knowledge Cycle, 236
lesson planning, 196-198
librarian, role in classroom, 171
library and information science practitioners See information practitioners
library services for immigrants, 304
lifelong learning, x
limitations in knowledge acquisition, 80-81
literacies as cultural constructs, 217-218
literacy, 3
models, 4-7
perspectives, 4-7
and information literacy models, 8-9
tools, 52
literacy learning, sociocultural approach, 211-223
literature review, 233-241
Lloyd, A, 60
Madden, A, 202-203
magnetoencephalography instrument, 58
material tools, 57
McMaster University, 68
meaningful learning, characteristics, 75-79
fostering, 193
media literacy, 52
mind-as-container metaphor, 53
model for information literacy, 4
and curriculum design, 9
multimedia information networks and information literacy, 67
multiple literacy practices, 220
‘new literacy’ pedagogies, 223
New Literacy Studies tradition, 124
non-linear information presentation, 255
online investment, safety of, 251-252
online investors information literacy of, 251-268
vulnerability of, 252
Pacific nations, 344-345
Papua New Guinean women, 347
participation framework, 55-56
of learning, 53
participation in new domains, 213
participatory design culture, 222
patient-monitoring tools, 57
phenomenography, 241
plagiarism prevention, 199
PLUS model See Purpose Location Use and Self-evaluation model
postcolonial feminism, 348-349
power, 343
practice and knowledge construction, 44-46
practice perspectives on information literacy, 31-33
problem-based learning, 68-70
and information literacy, 67-89
procedural aspects of information literacy, 193
process models, 8
professional expertise, 59
professional practice, 38
evaluation of, 275
Purdue, J, 8
Reckwitz, A, 32
relational approach to information literacy, 276
research skills, 274
risk analysis, 261-263
rosters, 57
Russian women in Finland, 301
Scardamalia, M, 216-217
Schatzki, T, 32
school domain vs. home domain, 132-133
school students information literacy, 95
information seeking, 95-96
school use vs. everyday use of literacy, 125
and democratic culture, 222-223
scientific writing, 172-173
searching skills, 171
nexus with critical thinking, 184
students’ information seeking and use, 239-240
teachers’ concept of information literacy, 192
services to immigrants, 303-304
Seven Pillars Information Skills Model, 276
Sfard, Anna, 53
Simmons, MH, 183-184
site ontology, 33
situated and distributed information literacy, 51-62
situated knowledge, 359
situated learning, 214-216
Six frames for information literacy education, 9
sixth-grade case study, 125-137
skills transfer, 143
skills/content dichotomy, 180
social construction of information literacy, 67
social inclusion, 322
social information, 41-42
social interaction and information literacy, 8
socially contcxtualized learning, xiii
sociocultural approach to literacy learning, 211-223
sociocultural aspects of information literacy, 306-307
sociocultural learning theories, xi-xiii
sociocultural tools, 57-59
student assessment See assessment of students
student assignment case study, 99-114
student interaction analysis, 101-103
student–teacher interaction, 114
analysis, 101-103
students information seeking, 145-146
lack of skills, 200
technology use, 189-190
supply-on-demand information literacy instruction, 171
surveys, of academics, 174-175
of shareholders, 256-257
tacit knowledge, 215
task complexity, 117
teacher education, 190-191
teacher-led practice, 216
teacher–student interaction, 114
analysis, 101-103
teacher trainees, 189-207
information seeking, 196-197
lack of skills, 200
teachers, focus on content, 193
observation of information seeking, 193
perceptions of student ability, 192-193
technology use, 189-190
teaching literacy in schools, 6
teaching practice, 115-116
technology, and social practices, 59-60
design and use, 58
revolutionary power of, 122
use, 59-60
text preparation, 129
text-based environments, x
text–image interplay, 215
textbooks, as information source, 135
textual literacy, 215
theme-oriented assignments, 116-117
theory building, 361-362
trainee teachers, 161 see teacher trainees transfer of information literacy skills
cognitive view, 147
constructivist view, 147
sociocultural view, 147
transfer of literacies between cultures, 322
transferability of skills, 363
transition, from novice to expert, 60
uncertainty principle, 117
UNESCO definition of information literacy, 218
university courses and GeST model, 16-21
University of Linköping, 68
University of Maastricht, 68
University of Tampere, 191
user education, 331
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