Purpose: The purpose of this paper is to explore the aptness of "information literacy", conceptualized as a socially contextualized phenomenon, for analyses of interdisciplinary scholarly communication.Design/methodology/approach: The paper presents a conceptual analysis. Two influential representatives of the social turn in the information literacy literature are taken as starting points: Annemaree Lloyd's conceptualization of "information literacy practice", and Jack Andersen's conceptualization of information literacy as "genre knowledge". Their positioning of information literacy as a socially contextualized phenomenon -by use of practice theories and rhetorical genre theory respectively -is analyzed against an illustrative example of interdisciplinary scholarly communication. Originality: The paper suggests that the fluid features of social contexts should be accounted for in the information literacy literature. By combining genre-theoretical and practice-theoretical concepts in a novel way it offers such an account. It provides a useful framework for understanding the phenomenon of information literacy in interdisciplinary scholarly communication.
Our aim with this conceptual analysis is to demonstrate possible expectations put on librarians who are engaged in interdisciplinary courses in higher education programs. We do so by relating views on interdisciplinarity with views on information literacy. We distinguish views on interdisciplinarity by the degree of integration between disciplinary components and views on information literacy by the degree of participation in addressing research problems. The analysis brings forth four cases. The cases entail different professional competencies that range from source-oriented technical skills applicable in multidisciplinary settings to collaborative negotiations of research problems and information needed to address them in inter-disciplinary fields. This conceptual account has a twofold potential: First, it has a capacity of informing academic libraries about alternative paths in developing or revising activities for interdisciplinary education. Second, it also provides a framework for developing future research problems that address current challenges related to information literacy in interdisciplinary settings.
Purpose-The purpose of this paper is to analyse scholarly subjectivity in the context of citation practices in interdisciplinary PhD research. Design/methodology/approach-The paper provides an analysis of longitudinal series of qualitative interviews with PhD students who write scholarly articles as dissertation components. Conceptualizations of subjectivity within practice theories form the basis for the analysis. Findings-Scholarly argumentation entails a rhetorical paradox of "bringing something new" to the communication while at the same time "establishing a common ground" with an audience. By enacting this paradox through citing in an emerging interdisciplinary setting, the informants negotiate subject positions in different modes of identification across the involved disciplines. In an emerging interdisciplinary field, the articulation of scholarly subjectivity is a joint open-ended achievement demanding knowledgeability in multiple disciplinary understandings and conducts. However, identifications that are expressible within the informants' local site, i.e. interactions with supervisors, other seniors and peers, are not always expressible when negotiating subject positions with journals. Originality/value-This paper contributes to research on citation practices in emerging interdisciplinary fields. By linking the enactment of citing in scholarly writing to the negotiation of subject positions, the paper provides new insights about the complexities involved in becoming a scholar.
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