ORCiD

Mary M. Somerville: 0000-0002-4201-8335

Document Type

Article

Publication Title

The Journal of Information Literacy

ISSN

1750-5968

Volume

11

Issue

1

DOI

10.11645/11.1.2184

First Page

4

Last Page

22

Publication Date

6-2017

Abstract

Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previouly published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to information literacy. In this paper, Christine Bruce introduces the background to this work and the contributing researchers. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network. The key ideas presented are: The expressive window for information literacy (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and informed systems (Mary Somerville and Anita Mirjamdotter). In each piece, authors reflect on what the idea is about, where it came from and what it might mean for research and practice.

Comments

Originally published in the Journal of Information Literacy: http://dx.doi.org/10.11645/11.1.2184

Creative Commons License

Creative Commons Attribution-Share Alike 4.0 International License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

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