Espoused Theories and Theories-In-Use of Information Literacy

Abstract

What values, beliefs and conceptions (espoused theories) underpin and shape professional practice (theories-in-use) in information literacy education? This study investigates relationships between espoused theories and theories-in-use of information literacy in academic libraries. The paper reports preliminary findings from an in-depth comparative analysis of one library’s official policy documents and its instruction resources including an online research tutorial. The findings indicate varying patterns of congruence and incongruence between the library’s espoused theories and theories-in-use with incidents of significant gaps. The process of examining espoused theories and theories-in-use provides an evaluative framework for critically analyzing practice with the view of aligning practice more closely with stated goals and rhetoric. The study is therefore presented as a practical method for evaluating tools of information literacy practice in the school library.

Public leaders in accelerated times: a qualitative study on their reflective practices in the Netherlands

“…As a result of these contradictory mindsets, a gap appears between the "espoused theory" in literature and the "theory in use" by these leaders on three appearing clusters, illustrating relevant themes to explore further (Kerr and Todd, 2021). First, the espoused theory is that leaders should be reflective and address slow questions.…”