Information Obesity

Whitworth, Andrew

doi:10.1533/9781780630045

Cited by 56 publications

(41 citation statements)

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“…The political dimension of IL education (see Whitworth, 2009Whitworth, , 2011 is an issue that needs more exploration and research than has been conducted thus far. Exhorting librarians to develop professionally as educators will have limited impact on practice while the group lack capital within HEI and, thus, the capacity to bring about transformations in practice and culture.…”

Section: Resultsmentioning

confidence: 99%

“…The importance of reflective practice with respect to both IL and ICT education was briefly stated in the concluding chapters of my book Information Obesity (Whitworth, 2009), but this paper is a much fuller development of the ideas, which are justified through a discussion and synthesis of, in particular, the following writers' work: * Wilfred Carr and Stephen Kemmis's Becoming Critical (1986); * Christine Bruce's Informed Learning (2008); * Rose Luckin's Redesigning Learning Contexts (2010); * and Etienne Wenger, Nancy White and John Smith's Digital Habitats (2009). The paper's argument is a general one, rooted in theory, and not intended to reflect the situation pertaining in any particular context.…”

Section: Introductionmentioning

confidence: 99%

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The reflective information literacy educator

Whitworth

2012

NORIL

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The shift in perception, from librarians as providers of information to librarians as educators in the effective use of information, requires the profession to become aware of differing approaches to the development of teaching and of the professional consciousness of educators: also of the way certain forms of teaching and continuing professional development are privileged over others within higher education institutions, and why. This paper reports on and synthesises a range of theoretical works in this area, to explain how becoming an effective information literacy educator requires not just an awareness of practice, but developing it, through a continuous interaction between theory and practice. The librarian--as--educator must engage in professional development practices which, ultimately, require the continuous questioning of the very foundations of IL, and work actively towards raising awareness of these processes throughout their institutions.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The reflective information literacy educator

Whitworth

2012

NORIL

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“…Regardless of how the self is conceptualised, both Vaast [17] and Whitworth [18] argue that online identity facilitates persona adoption. Waggoner [19, p. 1] advocates that the term 'real world' should be replaced by that of 'non virtual', stating "virtual identities, created and maintained by users' non-virtual identities, may be just as "real" to users as their non-virtual identities".…”

Section: Online Selves and Alternative Personaementioning

confidence: 99%

‘The presentation of self in the online world’: Goffman and the study of online identities

Bullingham

Vasconcelos

2013

Journal of Information Science

318

216

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This paper presents an exemplification and discussion of the contemporaneity of Erving Goffman's work and of its applicability to the analysis of identity and presentation of self in the blogging and Second Life [SL] contexts. An analysis of online identity and interaction practices in ten different cases of bloggers and SL inhabitants and of their online spaces is presented in terms of: expressions given; embellishment as minor form of persona adoption; dividing the self; conforming and 'fitting in'; and masking, anonymity and pseudonimity. The key finding of the research is that, contrary to engaging with the process of whole persona adoption, participants were keen to re-create their offline self online, but engaged in editing facets of self. This emphasizes the key premise in Goffman's work that when in 'front stage', people deliberately chose to project a given identity. It is concluded that Goffman's original framework is of great usefulness as an explanatory framework for understanding identity through interaction and the presentation of self in the online world. Equally, the online environment, with its enhanced potential for editing the self, can offer opportunities to contribute to the further development of the Goffman framework.

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“…En primer lugar un conjunto de trabajos invitan a llevar a cabo estrategias de "dieta informacional" (Andrejevic, 2013;Brabazon, 2013;Freeman, 2009b;Sieberg, 2011;Whitworth, 2009) frente a los nuevos entornos multitarea y el "maximalismo digital" o la convicción de que la conectividad permanente es siempre positiva (Serrano-Puche, 2014). Estos análisis plantean la necesidad de profundizar en una alfabetización mediática que conlleve momentos de desaceleración y desconexión digital a fin de conseguir un consumo más equilibrado y liberar tiempo para la comunicación interpersonal y de proximidad.…”

Section: La Reacción Slowunclassified

Periodismo lento (slow journalism) en la era de la inmediatez. Experiencias en Iberoamérica

Cedillo¹,

Carretero²

2015

EPI

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Information Obesity

Cited by 56 publications

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The reflective information literacy educator

The reflective information literacy educator

‘The presentation of self in the online world’: Goffman and the study of online identities

Periodismo lento (slow journalism) en la era de la inmediatez. Experiencias en Iberoamérica

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