Information Literacy in the Tension between School's Discursive Practice and Students' Self-Directed Learning

Autor/in	Gärdén, Cecilia
Titel	Information Literacy in the Tension between School's Discursive Practice and Students' Self-Directed Learning
Quelle	In: Information Research: An International Electronic Journal, 21 (2016) 4, (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-1613
Schlagwörter	Information Literacy; Educational Practices; Independent Study; Qualitative Research; Case Studies; Interviews; Observation; Information Seeking; Intellectual Disciplines; Knowledge Level; Ethnography; Adult Education; Nursing Education; Allied Health Occupations Education; Librarians; Library Research; Library Role; Teacher Role; School Libraries; Foreign Countries; Questioning Techniques; Interaction; Sweden + Suchen Sie Ihr Suchwort? Informationskompetenz; Bildungspraxis; Selbststudium; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Informationserschließung; Geisteswissenschaften; Wissensbasis; Ethnografie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Pflegepädagogik; Librarian; Bibliothekar; Bibliothekarin; Lehrerrolle; School library; Schulbibliothek; Ausland; Befragungstechnik; Fragetechnik; Interaktion; Schweden
Abstract	Introduction: Self-guided learning has had a major impact on adult education, where information seeking and use are key aspects of learning. With their lack of experience in study contexts, the students are nevertheless assumed to develop information literacy. Method: The paper aims to create an understanding of how information literacy can be recognised in the tension between the schools' practice and the students' self-directed learning. This is done through a qualitative case study including forty-three interviews, thirty observations and seventeen documents, which gave in-depth knowledge of information activities in relation to a complex school assignment. Analysis: Using a socio-cultural perspective, the analysis led to the identification of several critical aspects of information literacy. Results: The aspects included the distinction between quantitative and qualitative information seeking, critical approaches towards information, knowledge of genres, the ability to identify and use various tools, and the ability to communicate conceptually about information seeking and use. Conclusions: The findings reveal an absence of interaction about information seeking and use in the educational context, as well as a lack of common references in the form of tools and support, leading to difficulties for the students in achieving the results that were expected according to learning objectives. [Paper presented at the Information Seeking in Context (ISIC): The Information Behaviour Conference, Part 1 (11th, Zadar, Croatia, September 20-23, 2016).] (As Provided).
Anmerkungen	Thomas D. Wilson. 9 Broomfield Road, Broomhill, Sheffield, S10 2SE, UK. Web site: http://informationr.net/ir
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01