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  • 1.
    Hedemark, Åse
    et al.
    Uppsala universitet.
    Lindberg, Jenny
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Babies, Bodies, and Books: Librarians' Work for Early Literacy2018In: Library Trends, ISSN 0024-2594, E-ISSN 1559-0682, Vol. 66, no 4, p. 422-441Article in journal (Refereed)
    Abstract [en]

    This article reports on an empirical study of children’s librarians’ activities supporting the development of literacy among very young children. The theoretical framework stems primarily from a LIS practice-theoretical perspective where literacy is viewed as corporeal practice. The empirical material consists of a transcript from one focus-group interview with seven children’s librarians, and field notes from a series of seven documented observations of program sessions at three public libraries in Sweden. A qualitative content analysis was undertaken, and the empirical material was interpreted with an analytical focus on the concepts of literacy activities, embodiment, and literacy practices. The study shows how bodies act as sites of information and communication. Not only the bodies of the librarians but also the bodies of parents and the children acted as central sites, affecting literacy practices during library programs. The librarians express that their engagement in professional practice has resulted in a certain bodily sense for finding the right level of communicating with babies. The librarians have also learned to trust this embodied judgement as part of their professional expertise.

  • 2.
    Pilerot, Ola
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lindberg, Jenny
    University of Borås, Swedish School of Library and Information Science.
    The Concept of Information Literacy in Policy-Making Texts: An Imperialistic Project?2011In: Library Trends, ISSN 0024-2594, E-ISSN 1559-0682, Vol. 60, no 2, p. 338-360Article in journal (Refereed)
    Abstract [en]

    Organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the International Federation of Library Associations (IFLA) put a lot of effort in advocacy and policy making for information literacy (IL). Their ambition to foster IL can be seen as a part of a multinational educational project. By exporting a Western IL model focused on textual information sources and the use of information and communication technologies (ICTs) into non-Western contexts that to a great extent lack ICTs, the educational project for IL runs the risk of turning into an imperialistic project. A discursively oriented analysis of two prominent policy documents—discussed in the light of the so-called new imperialism and the idea of invisible technologies—indicates a standardized onesize-fits-all-model of IL. Through establishing a close contact between the policy-making strand and the research strand in the IL literature and by adhering to the broad concept of information literacies, the risk of imperialism and oppression might lessen.

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