Espoused theories and theories‐in‐use of information literacy: A model for reflection and evaluation

Abstract

What values and frameworks underpin professional practice in information literacy education? Is practice aligned with mission and goals?The poster documents the preliminary findings of a research study which investigates the relationships between espoused theories and theories-in-use of information literacy (IL). The study asks if and how, the foundational beliefs and values of information literacy as expressed in official policy documents including mission statements in academic libraries (espoused theories), guide and are realized in the practice of information literacy in these institutions (theories-in-use).The research is guided by the theoretical framework of Argyris and Schön (1974), theory of action, in which contrasting theories, namely espoused theories and theories-in-use are used to examine professional practice.The poster highlights the process and findings of the in-depth analysis of one library's policy statements and online tutorial, which employed a comparative questioning approach (Strauss and Corbin, 1998). The analysis uncovered statements and concepts relating to teaching and learning outcomes which were labeled, compared, and grouped into broad categories and emergent themes. The findings indicate varying patterns of congruence and incongruence between the library's espoused theories and theories-in-use of information literacy.The research is presented as a model for reflecting on and evaluating tools of practice in information literacy education.Introduction Kuhn (1996) posits that professional practice is underpinned and shaped by a received set of beliefs, values and models. Knowledge required to understand practice is embedded in the language and action of the community (Argyris, Putnam& Smith, 1985). What values, beliefs and conceptions (espoused theories) underpin and shape professional practice (theories-in-use Background and Motivation

Using Theoretical Models in Mixed Methods Research: An Example from an Explanatory Sequential Mixed Methods Study Exploring Teachers' Beliefs and Use of Technology

“…Through my engagement in additional review of the literature, Theory-in-use proposed by Argyris and Schon (1974) provided a possible explanation for the disconfirming results that emerged from the initial testing of the theoretical model. This theory was adapted for use in the field of education by Osterman and Kottkamp (1993) and had been used in several studies as the basis for understanding inconsistencies between teacher beliefs and actions (Eraut, 2000; Kerr, 2009; Savaya & Gardner, 2012; Stewart, 2015). Osterman and Kottkamp (1993) posit that teachers are sometimes unaware of the beliefs that actually drive their actions because these beliefs are deeply ingrained.…”

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