| 1. |
- Francke, Helena, et al.
(author)
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Debating Credibility : The Shaping of Information Literacies in Upper Secondary School
- 2011
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In: Journal of Documentation. - : Emerald. - 0022-0418 .- 1758-7379. ; 67:4, s. 675-694
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Journal article (peer-reviewed)abstract
- Purpose - The article concerns information literacies in an environment characterised by the two partly competing and contradictory cultures of print and digital. The aim is to provide a better understanding of the ways in which students assess the credibility of sources they use in school, with a particular interest in how they treat participatory genres. Design/methodology/approach - An ethnographic study of a school class’s project work was conducted through observations, interviews, and log books in blog form. The analysis was influenced by a socio-cultural perspective. Findings - The study provides increased empirically based understanding of students’ information literacy practices. Four non-exclusive approaches to credibility stemming from control, balance, commitment, and multiplicity were identified. Originality/value - The study adds to the understanding of how credibility is assessed in school environments with a particular focus on how digital and participatory genres are treated.
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| 2. |
- Limberg, Louise, et al.
(author)
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Three Theoretical Perspectives on Information Literacy
- 2012
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In: Human IT. - : Högskolan i Borås. - 1402-1501 .- 1402-151X. ; 11:2, s. 93-130
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Journal article (peer-reviewed)abstract
- The concept of information literacy refers to purposeful information practices in a society characterized by almost limitless access to information and where information practices in digital environments shape and constitute important elements in most people’s lives in our part of the world. The meaning of the term information literacy varies according to the theoretical lens from which it is approached. Theoretical starting points are not always clearly stated in, for instance, information literacy definitions, standards, research or educational practices. Regardless of whether the underlying theory is made explicit or not, it will nevertheless have a profound impact on the ways in which we teach or research information literacy. This article discusses alternative theoretical understandings of information literacy and their consequences for educational practices. Three theoretical perspectives are presented that represent different understandings of information literacy; phenomenography, sociocultural theory and Foucauldian discourse analysis. According to all three theoretical lenses, information literacy is embedded in and shaped by as well as shaping the context in which it is embedded. In consequence, we propose the notion of information literacies in the plural. The three perspectives offer different insights on information literacies, on both empirical and theoretical levels. However, a sociocultural perspective also involves particular theoretical assumptions about the ways in which digital environments and tools reshape conditions for learning.
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| 3. |
- Sundin, Olof, et al.
(author)
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Constructing librarians' information literacy expertise in the domain of nursing
- 2008
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In: Journal of Librarianship and Information Science. - : Sage Publications Ltd.. - 0961-0006 .- 1741-6477. ; 40:1, s. 21-30
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Journal article (peer-reviewed)abstract
- This article investigates negotiations of librarians' expertise in relation to information literacy at the micro-level, specifically in the domain of nursing education. A qualitaitve empirical framework is employed. The study draws on 18 semi-structured interviews, 16 with Swedish nursing students, one with a librarian and one with a nursing professor. Three themes on librarians' expertise emerge in the findings: technical-administrative, information searching and source evaluation expertise. The themes have different foci which are shown to be relatively independent, or dependent on the domain of nursing. The results indicate that it is important for librarians to navigate between two different strands of perceiving information literacy practices, either as generic or as embedded.
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