Context and learning: the value and limits of library‐based information literacy teaching

Abstract

This month's regular feature will discuss some of the implications for library-based information literacy teaching that have emerged from a HEAfunded research project conducted at De Montfort University. It is argued that information literacy teaching as it has evolved in a university setting, while having a greater degree of relevance and value than ever before, nevertheless has inherent limits when it comes to its transferability beyond the academy and into a workplace setting. HS

What USC Upstate Alumni Say About Information Literacy in the Workplace

“…Several studies have shown that such transfer may be limited because of differences in context (Eyre, 2012;Ferran-Ferrer, Minguillon, & Perez-Montoro, 2013) and point to the need to broaden the way information literacy is articulated and taught to students (D'Angelo, 2012;Hoyer, 2011). While confirming that people who develop information competency in one context will also be information competent in other contexts, Ferran-Ferrer et al (2013) observe that transfer of information competencies occurs on the basic level of searching for and retrieving information, with more advanced skills being not directly transferrable: assessing the quality of information resources, assessing which resources are best for each situation, how to manage information resources, and how to respect ethical issues when using information resources (p. 1119).…”

The Southeastern Librarian v 65 no. 4 (Winter 2018) Complete Issue

“…Several studies have shown that such transfer may be limited because of differences in context (Eyre, 2012;Ferran-Ferrer, Minguillon, & Perez-Montoro, 2013) and point to the need to broaden the way information literacy is articulated and taught to students (D'Angelo, 2012;Hoyer, 2011). While confirming that people who develop information competency in one context will also be information competent in other contexts, Ferran-Ferrer et al 2013observe that transfer of information competencies occurs on the basic level of searching for and retrieving information, with more advanced skills being not directly transferrable: assessing the quality of information resources, assessing which resources are best for each situation, how to manage information resources, and how to respect ethical issues when using information resources (p. 1119).…”

Library Awareness and Use Among Graduate Social Work Students: An Assessment and Action Research Project

“…Lastly, from the United Kingdom, Eyre (2012) describes collaboration between the Department of Learning and Library and the Division of Social Work at De Montfort University as a participant in the PITSTOP project, the social work librarian contributed in the mediation of a social media discussion board used to support the academic needs of students engaged in the field training component of their program. Echoing Wheeler and Goodman (2007), Eyre describes the impact of the division between the Downloaded by [Hunter College] at 07:43 03 December 2015 academic and practice environment as experienced by students (Eyre 2012, 344-348).…”