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Ways of Experiencing Information Literacy

Book Description

This book has two aims: firstly to present an investigation into information literacy by looking at how people engage with information to accomplish tasks or solve problems in personal, academic and professional contexts (also known as the relational approach). This view of information literacy illustrates a learner-centred perspective that will be of interest to educators who wish to go beyond the teaching of information skills. The second aim of this book is to illustrate how the relational approach can be used as an investigative framework. As a detailed account of a relational study, this book will appeal to researchers interested in using the relational framework to examine pedagogical experiences from the learner’s perspective.

  • Offers an investigation of the relational approach to examine information literacy from the perspective of the learner and the educator within diverse pedagogical conditions, both academic and professional
  • Presents concrete examples of measuring the impact of the information literacy experience through the application of newly developed information literacy practices to unknown situations (described as Transfer), or through the changes in the learner’s view of the world (described as Transformation)
  • Written by an internationally known scholar and practitioner of information literacy

Table of Contents

  1. Cover image
  2. Title page
  3. Table of Contents
  4. Copyright
  5. List of figures and tables
  6. List of abbreviations
  7. Acknowledgements
  8. Foreword
  9. About the author
  10. Chapter 1: Introduction: who this book is for how to use it
    1. Abstract:
    2. Background and overall aim of the research
    3. Outline of the book
  11. Chapter 2: The relational approach explained
    1. Abstract:
    2. The deep and surface approach to learning
    3. The structure of awareness: internal and external horizons
    4. The outcome space of learning
    5. Experiential variation: fostering deep and transferable learning
    6. The relational studies
    7. Conclusion
  12. Chapter 3: How the relational approach was employed in this research
    1. Abstract:
    2. The stages of the empirical research
    3. Further description of specific aspects of the methodology and research methods
    4. Conclusion
  13. Chapter 4: The multiple-context relational approach generated by the empirical research
    1. Abstract:
    2. Comparing the students’ conceptualisations of academic research and information literacy
    3. The coding framework for the final analysis
    4. The four categories of information literacy
    5. Transformation and transfer
    6. Reflections on the frequency distribution of the codes
    7. The multiple-context outcome space of information literacy
    8. Conclusion
  14. Individual stories
    1. Abstract:
    2. Student 4
    3. Student 10
    4. Student 16
    5. Student 19
    6. Conclusion
  15. Conclusion
    1. Abstract:
    2. Contribution to the relational body of research
    3. Contribution to practice
    4. Limitations of this study
    5. Areas for future research
    6. Conclusion
  16. Appendices
    1. Appendix A: Consent form for the Head of Department, London Metropolitan University
    2. Appendix B: Consent form for students
    3. Appendix C: Practical procedures of the empirical research
    4. Appendix D: Abstract of the thesis
  17. References
  18. Index