The concept of information literacy is central to all forms of learning. But what is information literacy? How is this phenomenon conceived and experienced in the various landscapes that people engage in? What are the outcomes of being information literate? Does being information literate in one context mean being information literate in all? This book addresses these issues.Drawing from the author's ongoing research into information literacy, this work explores the nature of the phenomenon from a socio-cultural perspective ...
Read More
The concept of information literacy is central to all forms of learning. But what is information literacy? How is this phenomenon conceived and experienced in the various landscapes that people engage in? What are the outcomes of being information literate? Does being information literate in one context mean being information literate in all? This book addresses these issues.Drawing from the author's ongoing research into information literacy, this work explores the nature of the phenomenon from a socio-cultural perspective, which offers a more holistic approach to understanding information literacy as a catalyst for learning. This perspective emphasizes the dynamic relationship between learner and environment in the construction of knowledge. The approach underlines the importance of contextuality, through which social, cultural and embodied factors influence formal and informal learning.This book contributes to our understanding of information literacy and its role in formal and informal contexts. Aimed at professionals in the library and education fields, the book has implications for librarians and educators who recognize the power of the phenomenon and its role as a catalyst for learning.It explores the shape of information literacy within education and workplace contexts; introduces a holistic definition of information literacy which has been drawn from empirical studies in the workplace; introduces a range of sensitizing concepts for researchers and practitioners; and, considers the implications for pedagogical practice in a range of contexts.
Read Less
