Ways of Experiencing Information Literacy
Making the Case for a Relational Approach
Chandos Information Professional Series

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Language: English
Cover of the book Ways of Experiencing Information Literacy

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240 p. · 15.5x23.2 cm · Paperback
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.

List of figures and tables

List of abbreviations

Acknowledgements

Foreword

About the author

Chapter 1: Introduction: who this book is for how to use it

Abstract:

Background and overall aim of the research

Outline of the book

Chapter 2: The relational approach explained

Abstract:

The deep and surface approach to learning

The structure of awareness: internal and external horizons

The outcome space of learning

Experiential variation: fostering deep and transferable learning

The relational studies

Conclusion

Chapter 3: How the relational approach was employed in this research

Abstract:

The stages of the empirical research

Further description of specific aspects of the methodology and research methods

Conclusion

Chapter 4: The multiple-context relational approach generated by the empirical research

Abstract:

Comparing the students’ conceptualisations of academic research and information literacy

The coding framework for the final analysis

The four categories of information literacy

Transformation and transfer

Reflections on the frequency distribution of the codes

The multiple-context outcome space of information literacy

Conclusion

Individual stories

Abstract:

Student 4

Student 10

Student 16

Student 19

Conclusion

Conclusion

Abstract:

Contribution to the relational body of research

Contribution to practice

Limitations of this study

Areas for future research

Conclusion

Appendices

Appendix A: Consent form for the Head of Department, London Metropolitan University

Appendix B: Consent form for students

Appendix C: Practical procedures of the empirical research

Appendix D: Abstract of the thesis

References

Index

Susie Andretta is based at the Department of Applied Social Sciences, London Metropolitan University. The author’s expertise in IL originates from research on the implementation of user-education programmes in combination with student-centred learning strategies.
  • 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