Diversifying information literacy research: An informed learning perspective
Contribution to Book
Information Experience: Approaches to Theory and Practice
Christine Bruce, Helen Partridge, Hilary Hughes, Kate Davis, & Ian Stoodley
This chapter uses the idea of informed learning, an interpretation of information literacy that focuses on people’s information experiences rather than their skills or attributes, to analyse the character of using information to learn in diverse communities and settings, including digital, faith, indigenous and ethnic communities. While researchers of information behaviour or information seeking and use have investigated people’s information worlds in diverse contexts, this work is still at its earliest stages in the information literacy domain. To date, information literacy research has largely occurred in what might be considered mainstream educational and workplace contexts, with some emerging work in community settings. These have been mostly in academic libraries, schools and government workplaces. What does information literacy look like beyond these environments? How might we understand the experience of effective information use in a range of community settings, from the perspective of empirical research and other sources? The chapter concludes by commenting on the significance of diversifying the range of information experience contexts, for information literacy research and professional practice.
Find in WorldCat
Informed learning, information experience, community information literacy, religious information literacy, health information literacy
Library and Information Science
Bruce, C. S.,
Somerville, M. M.,
Stoodley, I. D.,
Partridge, H. L.
Diversifying information literacy research: An informed learning perspective.
In Christine Bruce, Helen Partridge, Hilary Hughes, Kate Davis, & Ian Stoodley (Eds.), Information Experience: Approaches to Theory and Practice (169–186). Bingley, England: Emerald