Purpose-The purpose of this paper is to introduce the term Information Literacy 2.0 as a subset of information literacy, to describe its development and significance and give an outline of its underlying theoretical assumptions. Design/methodology/approach-The paper first examines the grounds for the possible re-conceptualizations in the field of information literacy and identifies the current developments in the information universe as the principal drive for perception shifts. Based on a literature review and a descriptive analysis of contrasting features of library user education, information literacy and Information literacy 2.0, the paper highlights the main foci of paradigm shifts. Findings-The paper found that the new meaning and understanding of the central conceptions in information literacy are shifting the focus of classical information literacy towards Information literacy 2.0. Many of the aspects of current information literacy practices originate from a print-based culture, which is incongruent with the transient and hybrid nature of digital environments. These radically changing environments are causing the appearance of anomalies in the information literacy paradigm, which could effectively be resolved through the introduction of a sub-concept of information literacy. Practical implications-The article specifies the possibilities for putting theoretical conceptualizations of Information literacy 2.0 into practice by determining the range of shifts in information literacy activities and identifying how new practices differ from the earlier approaches. Originality/value-The study attempts to advance the research field of information literacy by proposing a new outlook on information literacy through the integration of its underlying theoretical conceptions and practical applications.
Although the conceptual core of information literacy (IL), with its emphasis on acquiring abilities that enable one to ethically seek, use and create information, has remained quite stable since the term was first introduced, recent transformations in experiences of information and information use are subverting the current discourse of IL. Information literacy, in its central features, has always been influenced and determined by information environments. Therefore, it comes as no surprise that in parallel with the advent of Web 2.0, which had transformed information environments into complex and unstructured places, central conceptions of IL are being re-examined and reshaped respectively. IL today, more than ever, should deal less with finding information and focus on evaluating and using or communicating information. In the paper, the author will re-examine the IL concept with regard to developments triggered by the Web 2.0 environment, share her thoughts on the concept "Information Literacy 2.0" and define research challenges and directions initiated by shifts in the IL domain.
Purpose – The purpose of this paper is to make a contribution to the theoretical and pragmatic positioning of critical information literacy by interpreting it in the light of epistemological shifts brought about by Web 2.0. Epistemological shifts are elaborated from educational and institutional perspectives as well as from that of scientific research. Design/methodology/approach – This paper brings a theoretical analysis drawing on relevant literature for the purpose of identifying the grounds for the mapping of concepts associated with critical information literacy and participatory information environments. Based on descriptive analysis, the paper clarifies distinctions between/participatory/and /information bank/environments and identifies correlations existing between CIL and participatory information environments. Findings – There are conceptual disagreements between IL as it was defined and perceived by Zurkowski and how it has to be perceived in the context of contemporary participatory information environments. Current environments are congruent with the core principles and values of critical information literacy and call for the reshaping of IL by introducing into it critical and transformative elements. Not technological aspects of Web 2.0 are crucial in this regard, but epistemological shifts. Practical implications – Owing to the fact that Web 2.0 and critical information literacy share many similar features, information environments based on participatory technologies and services provide a context ideally suited for the application of the principles of CIL. Social implications – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy and proposes that Web 2.0 makes necessary a more critical outlook on information literacy. Originality/value – The paper highlights the correlating dimensions between Web 2.0 and critical information literacy, indicates specific differences between information literacy and critical information literacy and closes with the conclusion that Web 2.0 makes necessary a more critical outlook on information literacy.
Unatoč tomu što se informacijska pismenost danas neprijeporno može smatrati konsolidiranim teorijskim konceptom i prepoznatim praktičnim područjem djelovanja u knjižničarstvu, mnoge inicijalne postavke informacijske pismenosti danas se dovode u pitanje. Brojna preispitivanja i kritike koncepta, njegove svrhe i praktičkih manifestacija rezultirale su zaokretom prema kritičkoj informacijskoj pismenosti.Cilj je ovoga rada utvrditi pruža li kritička informacijska pismenost jedinstven teorijski doprinos u suvremenim promišljanjima o informacijskoj pismenosti. U tu svrhu će se primjenom kvalitativnog pristupa analize literature ispitati osnovne ideje i konceptualna polazišta kritičke informacijske pismenosti te kontrastirati prevladavajući instrumentalno-operativni vid tumačenja informacijske pismenosti s kritičkim pristupima. Pritom će se pokušati utvrditi koliko koncepti kritičke informacijske pismenosti refl ektiraju pitanja, dileme i probleme koji su u posljednjih nekoliko desetljeća ustanovljeni u teoriji i praksi informacijskog opismenjivanja i pružaju li zadovoljavajuće uporište za uočene nedostatke, s posebnim osvrtom na visokoškolski kontekst.
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