Information literacy in the tension between school's discursive practice and students' self-directed learning

• Self-guided learning has had a major impact on adult education, where information seeking and use are key aspects of learning. With their lack of experience in study contexts, the students are nevertheless assumed to develop information literacy. The paper aims to create an understanding of how information literacy can be recognised in the tension between the schools' practice and the students' self-directed learning. This is done through a qualitative case study including forty-three interviews, thirty observations and seventeen documents, which gave in-depth knowledge of information activities in relation to a complex school assignment. Using a socio-cultural perspective, the analysis led to the identification of several critical aspects of information literacy. The aspects included the distinction between quantitative and qualitative information seeking, critical approaches towards information, knowledge of genres, the ability to identify and use various tools, and the ability to communicate conceptually about information seeking and use. The findings reveal an absence of interaction about information seeking and use in the educational context, as well as a lack of common references in the form of tools and support, leading to difficulties for the students in achieving the results that were expected according to learning objectives.

Subject headings

SAMHÄLLSVETENSKAP  -- Medie- och kommunikationsvetenskap -- Biblioteks- och informationsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Media and Communications -- Information Studies (hsv//eng)

Keyword

information literacy

self-directed learning

students

information seeking

Library and Information Science

Biblioteks- och informationsvetenskap

Publication and Content Type

ref (subject category)

art (subject category)