Ways of experiencing information literacy : making the case for a relational approach / Susie Andretta.
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 illu...
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Full Text (via O'Reilly/Safari) |
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| Format: | eBook |
| Language: | English |
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Oxford, UK :
Chandos Pub.,
2012.
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| Series: | Chandos information professional series.
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| Subjects: |
MARC
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| 245 | 1 | 0 | |a Ways of experiencing information literacy : |b making the case for a relational approach / |c Susie Andretta. |
| 264 | 1 | |a Oxford, UK : |b Chandos Pub., |c 2012. | |
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| 504 | |a Includes bibliographical references (pages 207-216) and index. | ||
| 520 | |a 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. -- Publisher. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Ways of Experiencing Information Literacy: Making the case for a relational approach; Copyright; Contents; List of figures and tables; List of abbreviations; Acknowledgements; Foreword; About the author; 1 Introduction: who this book is for and how to use it; Background and overall aim of the research; Outline of the book; 2 The relational approach explained; 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. | |
| 505 | 8 | |a Conclusion3 How the relational approach was employed in this research; The stages of the empirical research; Further description of specific aspects of the methodology and research methods; Conclusion; 4 The multiple-context relational approach generated by the empirical research; 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. | |
| 505 | 8 | |a The multiple-context outcome space of information literacyConclusion; 5 Individual stories; Student 4; Student 10; Student 16; Student 19; Conclusion; 6 Conclusion; 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. | |
| 650 | 0 | |a Information literacy |x Study and teaching. | |
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