Information Literacy: A Critical Discourse Analysis of Definitions in Library and Information Science Undergraduate Education in the United States

Autor/in	Sample, Angela R.
Titel	Information Literacy: A Critical Discourse Analysis of Definitions in Library and Information Science Undergraduate Education in the United States
Quelle	(2017), (224 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Missouri - Columbia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-6576-7
Schlagwörter	Hochschulschrift; Dissertation; Discourse Analysis; Information Literacy; Information Science Education; Academic Libraries; Librarians; Standards; Higher Education; Professional Associations; Criticism; Undergraduate Students; Definitions; College Faculty; Librarian Attitudes; Teacher Attitudes; Teaching Methods; Skill Development; Educational Practices + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Diskursanalyse; Informationskompetenz; Informationstechnologische Bildung; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Librarian; Bibliothekar; Bibliothekarin; Standard; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritik; Begriffsbestimmung; Fakultät; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungspraxis
Abstract	In early 2015, the Association of College and Research Libraries (ACRL, a division of the American Library Association (ALA) released the final version of the Framework for Information Literacy for Higher Education ("Framework"). With the "Framework," the ACRL sought to conciliate and address long-standing contentions of varying conceptualizations of information literacy (IL) based on the Information Literacy Competency Standards for Higher Education ("Standards") which had been critiqued since its adoption in 2000. The purpose of this work is to explore the existence of, in the context of Library and Information Sciences (LIS) undergraduate education in the United States, differences in definitions of information literacy (IL) by academic librarians, scholars, and the ACRL. Differing definitions in LIS by these three groups hold significant importance, not the least for pedagogy, practice, and the IL skills of undergraduate students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01