Information literacy: from theory to practical implications
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While it’s fresh in my mind I’ll blog the session that I chaired this morning at the i3 conference here in Aberdeen. Agneta Lantz and Christina Brage presented Information Literacy: from theory to practical implications. I’ll deal with that first, and the other paper in the next blog entry. Agneta began by describing the context at Linkoping University, where library involvement has developed to an information literacy programme including credit bearing classes with interesting titles like “Civic information: the citizen in the information age” and “Information literacy and learning”. Agneta described their model of applied information literacy and the theories or concepts they had drawn on when developing it. They have explained this in their article (the article also gives information about some of their classes)Lantz, A. and Brage, C. (2006) “Towards a learning society: exploring the challenge of applied information literacy through reality based scenarios.” Italics, 15 (1). http://www.ics.heacademy.ac.uk/italics/vol5-1/pdf/lantz-brage-final.pdfAgneta went on to give some details of the study which they have done with 112 students, interviewing 30 of them, and also using other data e.g. exam papers. They were aiming to identify students’ experiences of learning information literacy. They identified categories of “dependence” and “independence”, with most students experiencing “dependence” at the start of the class (e.g. lacking confidence, difficulties in synthesising, not understanding the structure of scholarly literature). By the end of the class, more students were indicating that they felt confident or had got to grips with some information literacy and writing skills.The implications drawn from this included a need to develop students’ writing abilities more explicitly (writing process is part of their IL model) and also the needs to address students’ feelings and thinking, not just their “skills”. …
More: continued here
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