Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-cite-them-right
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Information literacy in the tension between school's discursive practice and students' self-directed learning
Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT. (Informationspraktiker)ORCID-id: 0000-0001-6714-1682
2016 (engelsk)Inngår i: Information research, ISSN 1368-1613, E-ISSN 1368-1613, Vol. 21, nr 4Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

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.

sted, utgiver, år, opplag, sider
Borås, 2016. Vol. 21, nr 4
Emneord [en]
information literacy, self-directed learning, students, information seeking
HSV kategori
Forskningsprogram
Biblioteks- och informationsvetenskap
Identifikatorer
URN: urn:nbn:se:hb:diva-11780OAI: oai:DiVA.org:hb-11780DiVA, id: diva2:1064256
Prosjekter
The Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary SocietyTilgjengelig fra: 2017-01-12 Laget: 2017-01-12 Sist oppdatert: 2017-11-29bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

http://www.informationr.net/ir/21-4/paper734.html

Personposter BETA

Gärdén, Cecilia

Søk i DiVA

Av forfatter/redaktør
Gärdén, Cecilia
Av organisasjonen
I samme tidsskrift
Information research

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 656 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-cite-them-right
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf