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  • 1.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Alexandersson, Mikael
    Lantz-Andersson, Annika
    Folkesson, Lena
    What matters? Shaping meaningful learning through teaching information literacy2008In: Libri (Copenhagen), ISSN 0024-2667, E-ISSN 1865-8423, Vol. 58, no 2, p. 82-91Article in journal (Refereed)
    Abstract [en]

    The point of departure for this article is an assumed gap between the different communities concerned with the practices of teaching or researching information literacy. Its purpose is to discuss some critical features of teaching information literacy identified in three previous research studies with a view toward understanding how they support meaningful learning outcomes and what the implications of this understanding are for information literacy education. The analysis is framed by a sociocultural perspective of learning that views information seeking and learning as social practices set within the discursive practice of school. The findings indicate that teacher/student interaction with a focus on learning goals and content is a vital condition for students' meaningful learning. Focus on the object of teaching, away from information seeking skills toward an emphasis on the quality of students' research questions, on negotiating learning goals between pedagogues and students, and on the critical evaluation of information sources related to the knowledge contents of students' assignments improves learning. The conclusions are that observing such critical features of information literacy in teaching may allow the discursive practice of school to be reshaped in favour of more genuine research-based learning. A second conclusion is that there are mutual benefits in a closer interaction between the communities of teaching and researching information literacy.

  • 2.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Information practices in elementary school2008In: Libri (Copenhagen), ISSN 0024-2667, E-ISSN 1865-8423, Vol. 58, no 2, p. 92-101Article in journal (Refereed)
    Abstract [en]

    This article presents a qualitative study that examines the roles of pedagogues in elementary schools with regard to young children's information literacy. The concept of information literacy is seen from a sociocultural perspective, as a dimension of literacy that varies in different social practices. Further, from this perspective the importance of the mediating functions of tools used in information seeking is stressed. Data was collected from a Swedish village school from one focus group interview and two individual interviews with different kinds of pedagogues. Problem-centred teaching was also observed in five forms with pupils aged 6-8. In the analysis an overarching division or two discourses connected to information literacy emerged. On the one hand, literacy, aesthetic activities and the reading of fiction were the focus and, on the other hand, there was a focus on information literacy, utilitarian information-seeking activities and ICT tools. It is also shown that information seeking is given a certain meaning in problem-centred activities in elementary school. The authors consider that the discourses found in the empirical material might have implications for the concept of information literacy, if they are explored to a fuller extent.

  • 3.
    Maceviciute, Elena
    University of Borås, Swedish School of Library and Information Science.
    Conceptions of bibliography in Russian federation: The Russian phenomenon of bibliographic theory2004In: Libri (Copenhagen), ISSN 0024-2667, E-ISSN 1865-8423, Vol. 54, no 1Article in journal (Other academic)
1 - 3 of 3
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