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Limberg, Louise
Publications (10 of 81) Show all publications
Lundh, A. H., Dolatkhah, M. & Limberg, L. (2018). From informational reading to information literacy: Change and continuity in document work in Swedish schools. Journal of Documentation, 74(5), 1042-1052
Open this publication in new window or tab >>From informational reading to information literacy: Change and continuity in document work in Swedish schools
2018 (English)In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 74, no 5, p. 1042-1052Article in journal (Refereed) Published
Abstract [en]

Purpose. The purpose of this paper is to historicise research conducted in the fields of Information Seeking and Learning and Information Literacy and thereby begin to outline a description of the history of information in the context of Swedish compulsory education.

Design/methodology/approach. Document work and documentary practices are used as alternatives to concepts such as information seeking or information behaviour. Four empirical examples of document work – more specifically informational reading – recorded in Swedish primary classrooms in the 1960s are presented.

Findings. In the recordings, the reading style students use is similar to informational reading in contemporary educational settings: it is fragmentary, facts-oriented, and procedure-oriented. The practice of finding correct answers, rather than analysing and discussing the contents of a text seems to continue from lessons organised around print textbooks in the 1960s to the inquiry-based and digital teaching of today.

Originality/value. The paper seeks to analyse document work and documentary practices by regarding “information” as a discursive construction in a particular era with material consequences in particular contexts, rather than as a theoretical and analytical concept. It also problematises the notion that new digital technologies for producing, organising, finding, using, and disseminating documents have drastically changed people’s behaviours and practices in educational and other contexts.

Keywords
Information literacy, Reading, Sweden, Literacy, Document theory, Information behaviour, Information practices, Primary education, History of information
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-15001 (URN)10.1108/JD-11-2017-0156 (DOI)000440669900008 ()2-s2.0-85048058316 (Scopus ID)
Projects
Reading, traditions and negotiations: Reading activities in Swedish classrooms 1967-1969
Funder
Swedish Research Council, 2012-4140
Available from: 2018-08-17 Created: 2018-08-17 Last updated: 2018-08-17Bibliographically approved
Lehmans, A., Liquète, V. & Limberg, L. (Eds.). (2018). Les politiques d'éducation à l'information, aux médias et au numérique dans le monde. Lille: Association Francophone d'Education Comparée
Open this publication in new window or tab >>Les politiques d'éducation à l'information, aux médias et au numérique dans le monde
2018 (French)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Lille: Association Francophone d'Education Comparée, 2018. p. 310
Series
Éducation comparée/Nouvelle série, ISSN 0339-5456 ; 19
National Category
Other Social Sciences not elsewhere specified
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-15095 (URN)
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2018-09-13Bibliographically approved
Aharony, N., Limberg, L., Julien, H., Albright, K., Fourie, I. & Bronstein, J. (2017). Information Literacy in an Era of Information Uncertainty. Panel at ASIS&T Annual Meeting 2017, Oct 27-Nov 1. Washington DC: Conceptual Understandings of Information Literacy. In: Proceedings of the Association of Information Science and Technology: . Paper presented at Information Literacy in an Era of Information Uncertainty. Panel at ASIS&T Annual Meeting 2017, Washington DC, October 27 - November 1, 2017 (pp. 528-531). , 54
Open this publication in new window or tab >>Information Literacy in an Era of Information Uncertainty. Panel at ASIS&T Annual Meeting 2017, Oct 27-Nov 1. Washington DC: Conceptual Understandings of Information Literacy
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2017 (English)In: Proceedings of the Association of Information Science and Technology, 2017, Vol. 54, p. 528-531Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Recently, in the election that took place in the United States, we have heard a lot about "fake news" and their influence. The discourse of “fake news” and “alternative facts” points to the importance of information literacy. The objective of the panel is to bring together experts from different countries to discuss how they perceive the future of information literacy (IL). The question that arises is will IL be the sole focus of librarians, information professionals, and educators, or will it be regarded as a lifelong learning skill that affects different aspects of our everyday life such as health, workplace, and even culture? The session will begin with a short overview of the recent literature on this issue, followed by the panellists’ findings and examples of research projects, as well as their insights about new approaches in the area of IL. The panel will conclude with an engaging discussion with the audience to identify future trends in IL.

Keywords
information literacy, library and information science, conceptual change, health, workplace, migrants
National Category
Social Sciences
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-13312 (URN)10.1002/pra2.2017.14505401063 (DOI)
Conference
Information Literacy in an Era of Information Uncertainty. Panel at ASIS&T Annual Meeting 2017, Washington DC, October 27 - November 1, 2017
Note

Co-panelists: Noa Aharony, Heidi Julien, Kendra Albright, Ina Fourie, Jenny Bronstein

Available from: 2018-01-03 Created: 2018-01-03 Last updated: 2018-01-15Bibliographically approved
Limberg, L. (2017). Information Literacy, Research and Education: an International Comparative Perspective: Panel at ECIL (European Conference on Information Literacy) 2017. In: Sonja Špiranec, Serap Kurbanoğlu, Joumana Boustany, Esther Grassian, Diane Mizrachi, Loriene Roy, Denis Kos (Ed.), The Fifth European Conference on Information Literacy (ECIL) September 18th-21st, 2017, Saint-Malo, France: . Paper presented at The Fifth European Conference on Information Literacy (ECIL), Saint-Malo France, September 18-21, 2017. (pp. 273-273). Saint-Malo, France
Open this publication in new window or tab >>Information Literacy, Research and Education: an International Comparative Perspective: Panel at ECIL (European Conference on Information Literacy) 2017
2017 (English)In: The Fifth European Conference on Information Literacy (ECIL) September 18th-21st, 2017, Saint-Malo, France / [ed] Sonja Špiranec, Serap Kurbanoğlu, Joumana Boustany, Esther Grassian, Diane Mizrachi, Loriene Roy, Denis Kos, Saint-Malo, France, 2017, p. 273-273Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Saint-Malo, France: , 2017
Keywords
information literacy, education policy, political comparison, information practices, international aspects
National Category
Social Sciences
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-13310 (URN)978-2-9561952-0-7 (ISBN)
Conference
The Fifth European Conference on Information Literacy (ECIL), Saint-Malo France, September 18-21, 2017.
Projects
LinCS
Note

Co-panelists: Anne Lehmans, Vincent Liquète, Ola Pilerot, Geoff Walton, Camille Cappelle

Available from: 2018-01-03 Created: 2018-01-03 Last updated: 2018-01-03Bibliographically approved
Johansson, V. & Limberg, L. (2017). Seeking critical literacies in information practices: Reconceptualising critical literacy as situated and tool-mediated enactments of meaning. Paper presented at COLIS 9 - 9th International Conference in the Coneptions of Library and Information Science. Information research, 22(1), Article ID 1611.
Open this publication in new window or tab >>Seeking critical literacies in information practices: Reconceptualising critical literacy as situated and tool-mediated enactments of meaning
2017 (English)In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 22, no 1, article id 1611Article in journal (Refereed) Published
Abstract [en]

Introduction. This paper argues for a reconceptualisation of critical literacy into critical literacies as a merger of respective strengths in two traditions: the elaborate politicised conceptions of critical in associated literacy traditions, and the attention to situated enactments of meaning expressed in literacies approaches. 

Method. Firstly, a selective conceptual review forms basis for the reconceptualisation of critical literacies. Secondly, this reconceptualisation is used to reinterpret a small convenience sample of information practices studies. 

Analysis. Information practices studies are re-interpreted with particular attention to two main aspects of the critical literacies reconceptualisation in terms of evaluative and transformative enactments of meaning. 

Results. The individual studies analysed can be reinterpreted as also describing critical literacies although, due to their alternative framings, not naming them as such and merely comprising a limited range of possible aspects. 

Conclusion. Focus on situated enactments of critical literacy (critical literacies) can provide a topical addition to the analytical focus and explanatory realm of information practices studies. These studies in turn can help further explore the critical literacies concept and formulate relations between normative definitions and local practices. This requires, however, explicit and comprehensive attention to critical literacies beyond and across sites, tools and users in new ways.

Keywords
Critical literacy, information literacy, sociocultural perspective, sociotechnical theories
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-12549 (URN)
Conference
COLIS 9 - 9th International Conference in the Coneptions of Library and Information Science
Available from: 2017-08-31 Created: 2017-08-31 Last updated: 2017-11-29Bibliographically approved
Limberg, L. (2017). Synthesizing or diversifying library and information science. Sketching past achievements, current happenings and future prospects, with an interest in including or excluding approaches: . Paper presented at CoLIS 9 conference, Uppsala, June 27, 2016. Information research, 22(1)
Open this publication in new window or tab >>Synthesizing or diversifying library and information science. Sketching past achievements, current happenings and future prospects, with an interest in including or excluding approaches:
2017 (English)In: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 22, no 1Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Borås: , 2017
National Category
Social Sciences Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-12563 (URN)000404551500001 ()
Conference
CoLIS 9 conference, Uppsala, June 27, 2016
Available from: 2017-09-08 Created: 2017-09-08 Last updated: 2019-01-14Bibliographically approved
Pilerot, O., Francke, H., Söderlind, Å., Elf, G. & Limberg, L. (2016). Folkbiblioteken i medielandskapet. In: Oscar Westlund (Ed.), Människorna, medierna & marknaden : Medieutredningens forskningsantologi om en demokrati i förändring (pp. 515-537). Stockholm: Wolters Kluwer
Open this publication in new window or tab >>Folkbiblioteken i medielandskapet
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2016 (Swedish)In: Människorna, medierna & marknaden : Medieutredningens forskningsantologi om en demokrati i förändring / [ed] Oscar Westlund, Stockholm: Wolters Kluwer, 2016, p. 515-537Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Wolters Kluwer, 2016
Series
Statens offentliga utredningar, ISSN 0375-250X ; 2016:13
Keywords
Folkbibliotek, Medie- och informationskunnighet
National Category
Other Social Sciences
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-9897 (URN)
Available from: 2016-05-15 Created: 2016-05-15 Last updated: 2016-12-30Bibliographically approved
Limberg, L. & Skoglund, L. (2015). Biblioteks- och informationsvetenskap. In: Personliga tillbakablickar över ämnesområden vid Göteborgs universitet: (pp. 1-11). Göteborg: Göteborgs universitet
Open this publication in new window or tab >>Biblioteks- och informationsvetenskap
2015 (Swedish)In: Personliga tillbakablickar över ämnesområden vid Göteborgs universitet, Göteborg: Göteborgs universitet, 2015, p. 1-11Chapter in book (Other academic)
Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2015
Series
Seniorakademien dokumentationsserie
Keywords
biblioteks- och informationsvetenskap, historia, Göteborgs universitet
National Category
Other Social Sciences
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-864 (URN)979-91-981428-2-2 (ISBN)
Available from: 2015-10-06 Created: 2015-10-06 Last updated: 2015-10-07Bibliographically approved
Pilerot, O. & Limberg, L. (2015). The Enactment of Information Literacy: An Exploratory Study among Interdisciplinary PhD Students. In: Kurbanoglu, S; Spiranec, S.; Boustany,E.; Grassian, E.; Mizrachi, D.; Roy, L. (Ed.), Information Literacy: Moving towards sustainability (pp. 478-488). Springer Berlin/Heidelberg
Open this publication in new window or tab >>The Enactment of Information Literacy: An Exploratory Study among Interdisciplinary PhD Students
2015 (English)In: Information Literacy: Moving towards sustainability / [ed] Kurbanoglu, S; Spiranec, S.; Boustany,E.; Grassian, E.; Mizrachi, D.; Roy, L., Springer Berlin/Heidelberg, 2015, p. 478-488Chapter in book (Refereed)
Abstract [en]

This paper reports a practice-based study of the enactment of information literacy (IL) in a network of interdisciplinary PhD students. Previous research on this topic is scarce. The empirical material was produced through semi-structured interviews and work-place visits. It is concluded that the enactment of IL in the practice under study is a collectively sustained project that unfolds in dialogue with others and through interaction with material objects. This process comprises activities such as participation in seminars and conferences, which offer opportunities for discussions about work in progress, and is situated in socio-material practices shaped by historically developed conceptions of what it means to be an interdisciplinary researcher.

Place, publisher, year, edition, pages
Springer Berlin/Heidelberg, 2015
Series
Communication in Computer and Information Science series, ISSN 1865-0929 ; 552
Keywords
Information literacy, PhD students, Interdisciplinary research
National Category
Other Social Sciences not elsewhere specified
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-8373 (URN)978-3-319-28196-4 (ISBN)
Available from: 2016-01-07 Created: 2016-01-07 Last updated: 2018-04-03Bibliographically approved
Gärdén, C., Francke, H., Lundh, A. H. & Limberg, L. (2014). A matter of facts? Linguistic tools in the context of information seeking and use in schools. In: Proceedings of ISIC, the Information Behaviour Conference, Leeds, 2-5 September, 2014;Part 1: . Paper presented at Proceedings of ISIC, the Information Behaviour Conference, Leeds, 2-5 September, 2014;Part 1 (pp. 15). Information Research
Open this publication in new window or tab >>A matter of facts? Linguistic tools in the context of information seeking and use in schools
2014 (English)In: Proceedings of ISIC, the Information Behaviour Conference, Leeds, 2-5 September, 2014;Part 1, Information Research , 2014, p. 15-Conference paper, Published paper (Refereed)
Abstract [en]

This study explores how various meanings are attributed to the term facts in Swedish schools and how this may shape conditions for students’ learning. The understanding of information activities as social, communicative, and discursive, which motivates the study, is informed by a sociocultural perspective of learning and information interaction. The study re-analyses empirical data from four previous research projects, where material was collected through various qualitative methods, mainly interviews, observations, and document analysis. The material involves 14 classes from preschool to year 12. The data is analysed thematically. In the material, 565 occurrences of facts are identified and categorised. Three themes emerged inductively. The analysis generated three themes. Firstly, facts are associated with specific genres or modalities. Secondly, facts are seen as distinguishable, external, and tangible. Thirdly, facts come across as having strong connections to neutrality and they were viewed as evidence. The analysis shows variation in how the study participants talked about facts. Despite the dominant associations, each theme displays more complex meanings of the term, which indicates that it cannot be equated to how the term has been used as an analytical term in previous research. The frequent use of the term facts can be understood as a result of the strong focus on students seeking and using certain types of information for writing school reports. The results show the importance of information researchers adopting an open and explorative approach to the meaning of language used in school activities that they study.

Place, publisher, year, edition, pages
Information Research, 2014
Keywords
informationssökning, informationsanvändning, informationskompetens, lärande, Informationspraktiker, skola, sociokulturellt perspektiv
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-7265 (URN)2320/14403 (Local ID)2320/14403 (Archive number)2320/14403 (OAI)
Conference
Proceedings of ISIC, the Information Behaviour Conference, Leeds, 2-5 September, 2014;Part 1
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-02-20Bibliographically approved
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