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Title: Three Theoretical Perspectives on Information Literacy
Authors: Limberg, Louise
Sundin, Olof
Talja, Sanna
Department: University of Borås. Swedish School of Library and Information Science
Issue Date: 2012
Journal Title: Human IT
ISSN: 1402-151X
Volume: 11
Issue: 2
Pages: 93-130
Publisher: Högskolan i Borås
Media type: text
Publication type: article, peer reviewed scientific
Keywords: discourse analysis
information literacy
library and information science
phenomenography
sociocultural theory
Subject Category: Subject categories::Social Sciences::Other Social Sciences not elsewhere specified
Research Group: LinCS
Strategic Research Area: Library and information science
Abstract: The concept of information literacy refers to purposeful information practices in a society characterized by almost limitless access to information and where information practices in digital environments shape and constitute important elements in most people’s lives in our part of the world. The meaning of the term information literacy varies according to the theoretical lens from which it is approached. Theoretical starting points are not always clearly stated in, for instance, information literacy definitions, standards, research or educational practices. Regardless of whether the underlying theory is made explicit or not, it will nevertheless have a profound impact on the ways in which we teach or research information literacy. This article discusses alternative theoretical understandings of information literacy and their consequences for educational practices. Three theoretical perspectives are presented that represent different understandings of information literacy; phenomenography, sociocultural theory and Foucauldian discourse analysis. According to all three theoretical lenses, information literacy is embedded in and shaped by as well as shaping the context in which it is embedded. In consequence, we propose the notion of information literacies in the plural. The three perspectives offer different insights on information literacies, on both empirical and theoretical levels. However, a sociocultural perspective also involves particular theoretical assumptions about the ways in which digital environments and tools reshape conditions for learning.
URI/URL: http://www.hb.se/bhs/ith/2-11/llosst.pdf
URI: http://hdl.handle.net/2320/11290
Sustainable development: -
Appears in Collections:Artiklar och rapporter / Articles and reports (BHS)

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