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  • 51.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Skolbibliotekets pedagogiska roll: en kunskapsöversikt2002Book (Other academic)
  • 52.
    Limberg, Louise
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Skolbibliotekets uppdrag och kontext2021In: Skolbibliotek och lärande / [ed] Limberg, L., Hultgren, F., Johansson, M., Lund: Studentlitteratur AB, 2021, p. 11-42Chapter in book (Other academic)
  • 53.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Skolbiblioteksmodeller Utvärdering av ett utvecklingsprojekt i Örebro län1996Report (Other academic)
    Abstract [sv]

    Rapportens disposition Uvarderingsrappollen består av två delar: A. Sammanfattning och analys av projektresultrir (kap. 1-3) B. Utförlig beskrivning av projektförlopp och resultat med konkreta exempel från olika skolor. Beskrivningen har tematiserats i fem ornåden: - Projektets bakgrund och uppläggning (kap. 4) - Resurser och medier (kap. 5-6) - Pedagogiska aspekter (kap. 7-9) - Demonstrationsbibliotek (kap. 10) - Folkbibliotekens roll (kap. l l) - Projektets karaktär (kap. 12)

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  • 54.
    Limberg, Louise
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Skolebiblioteker i Sverige2022In: Børn & Bøger, ISSN 0006-7792, Vol. 75, no 6, p. 36-39Article in journal (Other (popular science, discussion, etc.))
  • 55.
    Limberg, Louise
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Synthesizing or diversifying library and information science. Sketching past achievements, current happenings and future prospects, with an interest in including or excluding approaches: 2017In: Information research, E-ISSN 1368-1613, Vol. 22, no 1Article in journal (Refereed)
  • 56.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Three conceptions of information seeking and use1998In: Proceedings of the Second International Conference on Research in Information Needs, Seeking and Use in Different Contexts, Sheffield, 1998., Taylor Graham Publishing , 1998Conference paper (Refereed)
  • 57.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Vad gör skillnad? Kritiska villkor för meningsfullt lärande vid undervisning i informationssökning2007Conference paper (Other academic)
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  • 58.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Vad är det för skillnad mellan barnbibliotek och skolbibliotek? Det öppna barnbiblioteket.1992In: Barn & kultur, ISSN 0037-6477, Vol. 1, p. 6-8Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Samverkan mellan folkbibliotek och skola är ett positivt laddat begrepp. »Vi riktar oss ju till samma barn«. ».Resurserna utnyttjas mer effektivt«. »I skolan når barnbibliotekarierna alla bain.« »Skönlitteratur och lässtimulans är viktigt i skolan.« »Man måste se de olika biblioteken som en samlad kommunal resurs.« Sådana här repliker och många liknande har singlat genom luften vid konferenser, stått att läsa i artiklar och böcker och figurerat i olika kombinationer i lokala och nationella måldokument för kultur och skola under årens lopp. Går vi då mot en sammansmältningavbarnbiblioteks-och skolbiblioteksarbete? Skall de tu bli ett? Innehåll och form i samverkan varierar. Det kan vara läsprojekt, bokförsörjning till skolor och klassrum, kulturprojekt, författarbesök, klassbesök i folkbiblioteket med visningar och undervisning i bibliotekskunskap, etc. Den mest intima formen av samverkan mellan skola och folkbibliotek är integrerade bibliotek, som vi har många av i Sverige, närmare 500. Det betyder att ungefär en fjärdedel av alla folkbiblioteksenheter är kombinerade med skolbibliotek, dvs de har gemensamma lokaler, mediabestånd och personal. Vid internationella jämförelser år detta en mycket stor andel. Man skulle kunna påstå att vi i Sverige är ovanligt duktiga på samverkan mellan skola och bibliotek.

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  • 59.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Alexandersson, Mikael
    Creating meaning through information artefacts2002Conference paper (Refereed)
  • 60.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Alexandersson, Mikael
    Learning and Information Seeking2010In: Encyclopedia of Library and Information Science / [ed] M Bates, M.N Maack, Taylor and Francis Group , 2010, p. 3252-3262Chapter in book (Refereed)
    Abstract [en]

    The purpose of this entry is to present and analyze the relationship between learning and information seeking. The analysis draws on research studies on information seeking set in educational contexts and is framed in theories of learning, mainly constructivism. Themes of the entry are based on five dimensions of the relationship between learning and information seeking: 1) seeking information for learning purposes; 2) learning information seeking; 3) teaching information seeking; 4) learning from information; and 5) reshaping conditions for information seeking and learning through information and communications technologies (ICTs). Conclusions are that the fields of learning and information seeking draw nearer to one another partly due to educational ideas based in constructivism and partly due to the development of digital tools that reshape conditions for learning in postmodern society. This development contributes to the transformation of the professional role of librarians, implying an emphasis on the pedagogical aspects of the profession. Future prospects for information seeking research and practice linked to learning may involve strengthened interests in the cognitive authority and expertise of information as well as information sharing through communicative interaction.

  • 61.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Alexandersson, Mikael
    University of Borås, Swedish School of Library and Information Science.
    The School library as a space for learning2003In: School Libraries Worldwide, ISSN 1023-9391, E-ISSN 2816-3788, Vol. 9, no 1, p. 1-15Article in journal (Refereed)
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  • 62.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Alexandersson, Mikael
    Lantz-Andersson, Annika
    To be lost and to be a loser through the Web2008In: Handbook of Digital Information Technologies: Innovations, Methods and Ethical Issues. Hershey, Pa / [ed] Thomas Hansson, Information Science Reference , 2008, p. 248-262Chapter in book (Other academic)
  • 63.
    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 literacy2007Conference paper (Refereed)
  • 64.
    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.

  • 65.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Flöög, Eva-Maria
    University of Borås, Swedish School of Library and Information Science.
    Johansson, Monika
    University of Borås, Swedish School of Library and Information Science.
    Stöd till skolbiblioteksutveckling projekt StilBib. Slutrapport med utvärdering2009Report (Other academic)
    Abstract [sv]

    Projekt StilBib har varit ett omfattande kompetensutvecklingsprogram för lärare, lärarbibliotekarier, bibliotekarier och skolledare (drygt 100 personer vid 24 skolor i 11 kommuner). Deltagarna har huvudsakligen arbetat på skolor med hög invandrartäthet och projektet har handlat om att med skolbibliotekets hjälp öka elevers förmåga att läsa och i övrigt uppnå skolans mål. En viktig aspekt har varit att bland deltagarna öka kännedomen om och användningen av relevant forskning. Arbetsformer i projektet har varit tre sammankomster vid Högskolan, 32 mentorsbesök och andra kontakter med deltagarna. Skolorna har arbetet med egna utvecklingsprojekt med övergripande syfte att stödja elevers språkutveckling och med skolbibliotek som redskap i utvecklingsarbetet. Dessa lokala projekt har inriktats på insatser för läsutveckling och lässtimulans i olika former, undervisning i informationssökning, informationsanvändning och källkritik samt förändring av bibliotekslokaler. Resultat av de lokala projekten är en ökad aktivitet på flertalet skolor, när det gäller arbete med lässtimulans och språkutveckling. Vi ser också en förstärkt pedagogisk roll för skolbiblioteket, där lärare och bibliotekarier utvecklar ett samarbete i olika projekt i syfte att tillsammans nå mål med avseende på elevers språk- och läsutveckling. Resultat med avseende på kompetensutveckling bland lärare, bibliotekarier och skolledare tyder på en ökad medvetenhet bland deltagarna om forskningens användbarhet, mera varierade synsätt på skolbibliotekets roll och mer varierade uppfattningar av vad läsning kan innebära och hur läsfrämjande insatser kan bedrivas. Problem som identifierats har varit projektets omfattning, i vissa fall brist på förankring i kommunerna och därmed sammanhängande ekonomiska brister. Ytterligare en fråga som framstår som väsentlig är projektdeltagarnas ovana vid datorbaserad kommunikation och sparsamma erfarenheter av IKT-användning både för eget bruk och i undervisningen. BHS utvärdering bland deltagarna visar övervägande positiva bedömningar av både arbetslagens eget arbete i de lokala projekten och av utbytet av BHS insatser. Vilka effekter för elevernas lärande som projektet inneburit är svårt för oss att avgöra, men vi kan anta att de ansträngningar som gjorts i det konkreta arbetet med eleverna tillsammans med personalens ökade medvetenhet om skolbibliotekets medier och möjligheter som redskap i undervisningen kan ha långsiktiga effekter. För att uttala oss med större säkerhet har vi varit beroende av utvärderingar som görs lokalt. Vi har tagit del av ett fåtal sådana.

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  • 66.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Folkesson, L.
    Undervisning i informationssökning2006Report (Other academic)
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    FULLTEXT01
  • 67.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Folkesson, Lena
    Informationssökning som kunskapsinnehåll: en studie av lärares och bibliotekariers synsätt på informationssökning i undervisningen2002Conference paper (Refereed)
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  • 68.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Hultgren, Frances
    University of Borås, Swedish School of Library and Information Science.
    Jarneving, Bo
    University of Borås, Swedish School of Library and Information Science.
    Informationssökning och lärande: en forskningsöversikt2002Book (Other academic)
  • 69.
    Limberg, Louise
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Hultgren, Frances
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Johansson, Monika
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Perspektiv på skolbibliotek och lärande2021In: Skolbibliotek och lärande / [ed] Limberg, L., Hultgren, F., Johansson, M., Lund: Studentlitteratur AB, 2021, p. 175-193Chapter in book (Other academic)
  • 70.
    Limberg, Louise
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Hultgren, FrancesUniversity of Borås, Faculty of Librarianship, Information, Education and IT.Johansson, MonikaUniversity of Borås, Faculty of Librarianship, Information, Education and IT.
    Skolbibliotek och lärande2021Collection (editor) (Other academic)
  • 71.
    Limberg, Louise
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Hultgren, Frances
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Johansson, Monika
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Undervisning som skolbibliotekspraktik2021In: Skolbibliotek och lärande / [ed] Limberg, L., Hultgren, F., Johansson, M., Lund: Studentlitteratur AB, 2021, p. 143-173Chapter in book (Other academic)
  • 72.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna HampsonUniversity of Borås, Swedish School of Library and Information Science.
    Skolbibliotekets roller i förändrade landskap: En forskningsantologi.2013Collection (editor) (Other academic)
    Abstract [sv]

    Vad är ett skolbibliotek? Vad kan det vara? Vad bör det vara? I den här boken presenterar och diskuterar fem biblioteks- och informationsvetenskapliga forskare dessa frågor som rör skolbibliotekets roller i nya politiska, pedagogiska och teknologiska landskap. För att förstå skolbibliotekens nutida förutsättningar ses de i ljuset av den svenska skolbibliotekshistorien. I boken ges även en uppdaterad bild av den forskning som rör skolbibliotekets två huvuduppgifter: läsfrämjande arbete och informationskompetens. Det diskuteras dessutom hur forskning kan användas i skolbibliotekspraktiken. Boken vänder sig till skolbibliotekarier, skolledare och andra pedagogiska yrkesgrupper, blivande bibliotekarier och lärare, samt forskare med intresse för skolbiblioteksfrågor.

  • 73.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Vad kännetecknar ett skolbibliotek?2013In: Skolbibliotekets roller i förändrade landskap. En forskningsantologi / [ed] Louise Limberg, Anna Hampson Lundh, BTJ förlag , 2013, p. 9-42Chapter in book (Other academic)
    Abstract [sv]

    Under de senaste åren har förutsättningarna för de svenska skolbiblioteken förändrats dramatiskt. Förändringarna har skett och sker inom politik, pedagogik och teknik via politiska beslut, pedagogiska praktiker och teknikutveckling. Skolbibliotek räknas som en av tre huvudtyper av allmänna bibliotek i den svenska såväl som i den internationella biblioteksvärlden. De övriga två utgörs av folkbibliotek och högskolebibliotek/vetenskapliga bib liotek. Kännetecknande för ett skolbibliotek är dess uppgift att stödja lärande och undervisning i skolan. Frågan är vad detta betyder, hur verksamhet kan utformas för att åstadkomma detta och hur politiska, pedagogiska och tekniska villkor samspelar för a tt skapa förutsättningar för skolbiblioteksverksamhet. Detta kapitel avser att reda ut sådana frågor och försöka formulera några svar.

  • 74.
    Limberg, Louise
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Nolin, Jan
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    KB on the web: An investigation of the Swedish National Library website 1998-20182019In: I bildningens tjänst.: en vänbok till Gunilla Herdenberg / [ed] Svensson, Ingrid, Stockholm: Kungliga biblioteket , 2019, p. 67-85Chapter in book (Other academic)
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  • 75.
    Limberg, Louise
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Skoglund, Lena
    Biblioteks- och informationsvetenskap2015In: Personliga tillbakablickar över ämnesområden vid Göteborgs universitet, Göteborg: Göteborgs universitet, 2015, p. 1-11Chapter in book (Other academic)
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  • 76.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Teaching information seeking: relating information literacy education to theories of information behaviour2006In: Information research, E-ISSN 1368-1613, Vol. 12, no 1Article in journal (Refereed)
  • 77.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Talja, Sanna
    Lundh, Anna (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Teoretiska perspektiv på informationskompetens (Theoretical perspectives of Information Literacy)2009In: Informationskompetenser: om lärande i informationspraktiker och informationssökning i lärandepraktiker. [Information literacies: on learning in information practices and information seeking in learning practices], Stockholm: Carlssons , 2009, p. 36-65Chapter in book (Other academic)
  • 78.
    Limberg, Louise
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Talja, Sanna
    University of Borås, Swedish School of Library and Information Science.
    Three Theoretical Perspectives on Information Literacy2012In: Human IT, ISSN 1402-1501, E-ISSN 1402-151X, Vol. 11, no 2, p. 93-130Article in journal (Refereed)
    Abstract [en]

    The concept of information literacy refers to purposeful information practices in a society characterized by almost limitless access to information and where information practices in digital environments shape and constitute important elements in most people’s lives in our part of the world. The meaning of the term information literacy varies according to the theoretical lens from which it is approached. Theoretical starting points are not always clearly stated in, for instance, information literacy definitions, standards, research or educational practices. Regardless of whether the underlying theory is made explicit or not, it will nevertheless have a profound impact on the ways in which we teach or research information literacy. This article discusses alternative theoretical understandings of information literacy and their consequences for educational practices. Three theoretical perspectives are presented that represent different understandings of information literacy; phenomenography, sociocultural theory and Foucauldian discourse analysis. According to all three theoretical lenses, information literacy is embedded in and shaped by as well as shaping the context in which it is embedded. In consequence, we propose the notion of information literacies in the plural. The three perspectives offer different insights on information literacies, on both empirical and theoretical levels. However, a sociocultural perspective also involves particular theoretical assumptions about the ways in which digital environments and tools reshape conditions for learning.

  • 79.
    Limberg, Louise
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Ögland, MalinUniversity of Borås, Faculty of Librarianship, Information, Education and IT.
    Från analog katalog till digital portal: Bibliotekshögskolan 50 år2022Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Boken är en festskrift till Bibliotekshögskolans 50-årsjubileum. Den innehåller bidrag av 22 skribenter som har eller har haft stor betydelse för institutionens liv och utveckling. Tillsammans formar texterna ett brokigt porträtt av Bibliotekshögskolans tidigare och nuvarande verksamhet, med vissa inslag av framtidsspaningar.

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  • 80.
    Lundh, Anna
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Davidsson, Birgitta
    University of Borås, School of Education and Behavioural Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Talking About the Good Childhood: An Analysis of Educators’ Approaches to School Children’s Use of ICT2011In: Human IT, ISSN 1402-150X, Vol. 11, no 2, p. 21-45Article in journal (Other academic)
    Abstract [en]

    This paper presents a study on how primary school educators describe children’s use of ICT. This is done in order to lay a foundation for an understanding of how information literacies may be enacted in Swedish primary schools. The empirical material consists of four focus group con-versations conducted with 20 educators at three Swedish primary schools. The analysis is focussed on how the educators discuss and describe ICT as tools for information activities and as parts of children’s childhoods. Two descriptions of childhoods are identified in the analysis: 1) the good childhood, in which there is room for traditional tools for information seeking such as books; 2) the contemporary and insufficient childhood, happening outside the school context, where digital tools for information seeking and other activities are used. The task of primary school is descri-bed as counterbalancing contemporary childhoods and therefore avoiding ICT. The authors discuss how the implications of these approaches could be limiting for how information literacies may be enacted in primary school.

  • 81.
    Lundh, Anna Hampson
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. Curtin University.
    Dolatkhah, Mats
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Limberg, Louise
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    From informational reading to information literacy: Change and continuity in document work in Swedish schools2018In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 74, no 5, p. 1042-1052Article in journal (Refereed)
    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.

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  • 82.
    Lundh, Anna Hampson
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Det svenska skolbibliotekslandskapet: Styrning, institutioner och intressenter2013In: Skolbibliotekets roller i förändrade landskap: En forskningsantologi., BTJ förlag , 2013, p. 43-63Chapter in book (Other academic)
    Abstract [sv]

    Detta kapitel syftar till att presentera en rad institutioner och aktörer inom den svenska skolbibliotekssektorn och diskutera dessa institutioners och aktörers inlägg och påverkan i den samtida diskussionen om skolbibliotekens roller, funktioner och uppgifter.

  • 83.
    Lundh, Anna Hampson
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lloyd, Annemaree
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Swapping settings: Researching information literacy in workplace and in educational contexts2013In: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013., University of Sheffield: Department of Information Studies , 2013, Vol. 18, no 3Conference paper (Refereed)
    Abstract [en]

    Introduction: Information literacy research is characterised by a multitude of interests, research approaches and theoretical starting-points. Challenges lie in the relevance of research to professional fields where information literacy is a concern, and the need to build a strong theoretical base for the research area. We aim to lay a foundation for a discussion on how researchers may approach issues of norms and values in information literacy, through a comparison between selected studies in educational and workplace settings respectively. Method: Eight recent empirical studies on information literacy were selected for analysis; four of educational settings and four of workplace settings. Analysis: A comparison between the eight studies was made with a focus on conceptualisations of information literacy and approaches to issues of norms and values. Results: Two approaches to norms and values in relation to information literacy were identified in the eight studies. The studies conducted with students have a clear evaluative approach, while three of the workplace studies are characterised by an explorative approach. One workplace study has an intermediate position. The evaluative and explorative approaches are then swapped, to examine how relevant each approach is in the context of the other setting. In this way, we are able to discuss underlying perspectives that direct research. Conclusion: Our analysis suggests that well-chosen theoretical perspectives are necessary if information literacy researchers wish to influence professional practice.

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    Swapping Settings
  • 84.
    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.
    Designing by Decorating: The Use of Pictures in Primary School.2012In: Information research, E-ISSN 1368-1613, Vol. 17, no 3Article in journal (Refereed)
    Abstract [en]

    Introduction. This paper concerns the concept of information use. The aim of the study is to understand how information use, as an activity, is shaped when project-based methods are used in primary school. The particular focus here is information use which involves visual information resources. It relates to the overarching aim of a set of studies describing and illustrating how information literacies are enacted and socially shaped in Swedish primary schools. Method. 25 booklets, produced by children at a Swedish primary school when working with project-based assignments, were collected during an ethnographical study. Analysis. An analysis of the relationships between pictures and text in the 25 booklets was conducted. Results. The analysis suggests that the pictures in the booklets are subordinated to written text and their functions are decorative and illustrative. Pictures are seldom used for explaining or narrating. Conclusions. An underpinning idea of the study is to understand information activities as purposeful within the settings where they take place. Given earlier research indicating that project-based working methods tend to be focused on the reproduction of facts and the making of products rather than on contents, it could be argued that the children's use of pictures in this study is purposeful. However, if this use of pictures is a desirable outcome could be a matter of discussion. The findings may be relevant for developing teaching in the multimodal aspects of information use.

  • 85.
    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.

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    fulltext
  • 86.
    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.
    The role of the pedagogue in pupils’ construction of information literacy2007Conference paper (Refereed)
  • 87.
    Pilerot, Ola
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Francke, Helena
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Söderlind, Åsa
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Elf, Gullvor
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Limberg, Louise
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Folkbiblioteken i medielandskapet2016In: Människorna, medierna & marknaden : Medieutredningens forskningsantologi om en demokrati i förändring / [ed] Oscar Westlund, Stockholm: Wolters Kluwer, 2016, p. 515-537Chapter in book (Other academic)
  • 88.
    Pilerot, Ola
    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 sharing as a means to reach collective understanding: A study of design scholars’ information practices2011In: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, Vol. 67, no 2, p. 312-333Article in journal (Refereed)
    Abstract [en]

    Abstract Purpose – This study aims to increase knowledge about the information-sharing activities of design research scholars. Design/methodology/approach – Semi-structured in-depth interviews were carried out with selected participants from a Nordic design research network. The interview transcripts and notes from workplace-observations were approached from a discursive point of view and analyzed in accordance with Theodore Schatzki’s practice theory. Findings – Information-sharing activities are intrinsically intertwined with other information practices such as information seeking and use. It is further established that information and communication technologies (ICTs) can be seen as important parts of the arrangements of human and non-human entities that, together with practices, form the social site in which the scholars are active. There is a reciprocal relationship between ICTs, and other material arrangements, and the ways in which information is used and shared. ICTs function both as a source of meaning and as a preconfigurator of actions. Practical implications – The findings have implications for the development of information systems and services aimed at scholars working in collaborative interdisciplinary settings. Library and information science scholars can benefit from the elaborated concept of information sharing. Originality/value – Design scholars’ information sharing has not been studied before. By applying a practice-theory lens this paper presents a particular perspective. Increased knowledge about the information-sharing activities of an epistemologically and socio-culturally amalgamated network of scholars is the main contribution of this paper.

  • 89.
    Pilerot, Ola
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Limberg, Louise
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    The Enactment of Information Literacy: An Exploratory Study among Interdisciplinary PhD Students2015In: 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.

  • 90.
    Rydsjö, Kerstin
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Hultgren, FrancesUniversity of Borås, Swedish School of Library and Information Science.Limberg, LouiseUniversity of Borås, Swedish School of Library and Information Science.
    Barnet, platsen, tiden: teorier och forskning i barnbibliotekets omvärld2010Collection (editor) (Other academic)
    Abstract [sv]

    Antologin är tänkt att ge barnbibliotekarierna verktyg för verksamhetsutveckling genom att erbjuda teorier, fakta och dokumenterade erfarenheter. Författarna är verksamma inom forskningsfält som på olika sätt har betydelse för barnbiblioteken och syftet är att deras bedrag ska bredda och fördjupa kunskapsutvecklingen.

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    fulltext
    Download (pdf)
    omslag
  • 91.
    Rydsjö, Kerstin
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Hultgren, Frances
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Hultgren, Frances (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Det samtida barnbiblioteket: ett bibliotek i barnens tjänst2010In: Stockholms stadsbibliotekets skriftserie;16, Regionbiblioteket Stockholm , 2010, p. 271-286Chapter in book (Other academic)
    Abstract [sv]

    En sammanfattande analys av antologin "Barnet, platsen tiden: teorier och forskning i barnbibliotekets omvärld". Redaktörerna analyserar bidrag i antologin från forskningsfält som på olika sätt har betydelse för barnbibliotket.

  • 92. Skoglund, Lena
    et al.
    Persson, Christina
    Limberg, Louise
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Några milstolpar i Göteborgs folkbibliotekshistoria: Hundra år i Göteborg2018In: Lärande och bildning / [ed] Wanda Klintberg; Gudrun Nyberg, Stockholm: Carlsson Bokförlag, 2018, p. 149-176Chapter in book (Other (popular science, discussion, etc.))
  • 93.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Francke, Helena
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Practicing Information Literacy in the Classroom: Policies, Instructions, and Grading2011In: Dansk biblioteksForskning : tidsskrift for informations- og kulturformidling, ISSN 1604-7869, E-ISSN 1901-1040, ISSN 1604-7869, Vol. 7, no 2/3, p. 7-17Article in journal (Refereed)
    Abstract [en]

    This article aims to understand the challenges involved in assigning information literacy meaning in classroom practices of teaching and assessing both credibility evaluations in particular and information literacy generally. A qualitative study has been conducted in two Swedish upper secondary school classes with pupils in the Social Science Programme’s school year 11. The study provides an inside view on the challenges that educators meet in contemporary schools in a changing media landscape, which, to an increasing degree, invites ordinary users to become producers of information and its organisation. Various ways of making information literacy in general, and critical evaluation of sources in particular, into an object of teaching are discussed, and an influential discourse in relation to credibility is identified, which is a discourse of control. The study concludes that educators need to revisit traditional criteria for the critical evaluation of sources in order to gain increased reflexivity when it comes to evaluating the credibility of sources.

  • 94.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna
    University of Borås, Swedish School of Library and Information Science.
    Constructing librarians' information literacy expertise in the domain of nursing2008In: Journal of Librarianship and Information Science, ISSN 0961-0006, E-ISSN 1741-6477, Vol. 40, no 1, p. 21-30Article in journal (Refereed)
    Abstract [en]

    This article investigates negotiations of librarians' expertise in relation to information literacy at the micro-level, specifically in the domain of nursing education. A qualitaitve empirical framework is employed. The study draws on 18 semi-structured interviews, 16 with Swedish nursing students, one with a librarian and one with a nursing professor. Three themes on librarians' expertise emerge in the findings: technical-administrative, information searching and source evaluation expertise. The themes have different foci which are shown to be relatively independent, or dependent on the domain of nursing. The results indicate that it is important for librarians to navigate between two different strands of perceiving information literacy practices, either as generic or as embedded.

  • 95.
    Sundin, Olof
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Limberg, Louise
    University of Borås, Swedish School of Library and Information Science.
    Rieh, Soo Young
    Credibility and authority of information in learning environments2008Conference paper (Refereed)
    Abstract [en]

    The objective of the panel is to discuss the credibility and authority of information in learning environments, considering the changed circumstances of digital media. The panelists will use theoretical and empirical examples from their own research on how students at various educational levels construct the credibility and authority of information, both in traditional and digital learning environments. Four related research questions will be addressed by the panelists: What constitutes "credibility" for high school students? What is the relationship between students’ assessment of cognitive authority of information and their learning outcomes of inquiry-based assignments? How are college students' credibility assessment related to their information seeking goals and strategies? How can credibility and authority of information be understood in a sociocultural framework on information literacy? These questions are constantly increasing in importance along with the growth of new and more interactive digital media. Individuals’ responsibility for and capability of critical source evaluation is of significant importance for both information science researchers and professional practitioners. Together, the panel contributes to a more nuanced and deepened understanding of credibility and authority of information in learning environments through the examinations of different empirical settings. The panel therefore wishes, from an information science perspective, to stimulate a continuing discussion and future awareness of these issues. The panel concludes with rich opportunities for discussing the questions addressed with audience participants.

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