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Högskolelärares uppfattning av informationskunnighet: en fenomenografisk studie
[external].
2000 (Swedish)In: Svensk biblioteksforskning, ISSN 0284-4354, E-ISSN 1653-5235, Vol. 12, no 3-4Article in journal (Refereed)
Abstract [en]

Librarians are likely to have a fairly clear view of what it means to be information literate. But what about the university faculty: what is their opinion on this subject? In this study seven professors at a small university have been interviewed: three from the department of engineering science and four from the department of nursing science. After a literature review the study's main areas of focus are presented: what does it mean to be information literate?; is there a connection between information literacy and subject content?; who is responsible for information literacy education - faculty or librarians?; should the ILeducation be separated from or integrated with other education?; do professors include information literacy issues when they create assignments for their students?; how great are the effects of specific IL-education? The qualitative study, which is based upon taped interviews, uses a scientific approach known as phenomenography; an approach with a particular view on learning. The study is concluded with suggestions on how the findings could be transformed into a diagnostic questionnaire that would stimulate awareness and could be handed out to a larger group of faculty.

Place, publisher, year, edition, pages
2000. Vol. 12, no 3-4
National Category
Information Studies
Research subject
Library and Information Science
Identifiers
URN: urn:nbn:se:hb:diva-8195Local ID: 2320/10550OAI: oai:DiVA.org:hb-8195DiVA: diva2:889078
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-05-02

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