Article Bruce et al. 2017. Information literacy and informed learning: conceptual innovations for IL research and practice futures. Journal of Information Literacy, 11(1), pp.4-22. http://dx.
AbstractOur paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy (IL), more recently labelled 'informed learning'. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previously published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to IL. In this paper, Christine Bruce introduces the background to this work and the contributing researchers, as well as providing concluding comments. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network.The key ideas presented are: The Expressive window for IL (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and Informed Systems (Mary Somerville and Anita Mirijamdotter). In each section, the respective authors reflect on what the idea is about, where it came from and what it might mean for research and practice. http://dx.
The public library has historically been entrusted with the design and delivery of services and programmes aimed at supporting the information literacy needs of the community-atlarge. However, despite that central role little research has been devoted to understanding the ways in which public librarians, the conduit between the programme and the public, constitute the very concept (information literacy) they are delivering. This study has sought to redress that inequity by way of a phenomenographic study into the ways in which public librarians constitute information literacy. Data was collected via twenty semi-structured, one-on-one interviews with public librarians working in Queensland, Australia. The study revealed that the respondents constituted information literacy in four ways, as: intellectual process, technical skills, navigating the social world and gaining the desired result. Those findings and the attending study will help to provide a new evidence base that assists in the design and delivery of activities supporting future information literacy endeavors in the nation's public libraries.
Exploring research methods can help scholars and professionals accurately answer questions and solve problems. Card sorting, which encompasses a variety of methods aimed at understanding participants' subjectivities, is not commonly used in information science research. This panel will familiarize attendees with the purpose and procedures of card sort methods and to allow for hands‐on interaction with the artifacts and software using examples from different techniques. The opportunity to interact with the tools of card sorting methods will help to familiarize the method and allow them to better evaluate it for their research needs. Using a simple PowerPoint application, participants will have a chance to see how card sorting works as a reflective activity without significant expense or effort. Panelists, who have used these methods in industry and research, can discuss specific research questions with attendees and offer advice.
The COVID‐19 global pandemic necessitated sudden, large scale transformations in higher education, as many institutions and programs were forced to leverage their existing technological resources and expertise to manage a rapid shift to delivering education in an online‐only environment. In the short term, the shift required creativity, quick thinking, and in many cases, adaptations that were less than ideal. In wake of that semester, the conversation has now shifted to how to best manage sustained transformation of higher education in the face of these new realities. This, too, will take creativity and leveraging of technology and expertise. This alternative event represents an interactive conversation with information science education professionals about transformation experiences, the leveraging of new technologies, and the future of information science education. This event will also be the first episode of SIG ED's new podcast, asistED: The Information Science Education Podcast, itself developed as a creative new way to offer a forum for conversation, connection, and continuing professional development focused on issues related to information science education. This event will be recorded for later download.
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