Moving beyond the descriptive: The grounded theory of mitigating risk and the theorisation of information literacy

Abstract

Purpose

Information literacy has been consistently undertheorised. The purpose of this paper is to contribute in the ongoing theorisation of information literacy by exploring the meaning and implications of the emergent grounded theory of mitigating risk for information literacy research and practice.

Design/methodology/approach

The grounded theory was produced through a qualitative study that was framed by practice theory and the theoretical constructs of cognitive authority and affordance, and employed constructivist grounded theory, semi-structured interviews and photo-elicitation methods to explore the information literacy practices of language-learners overseas.

Findings

This paper provides a theoretically rich exploration of language-learner information literacy practices while further identifying the importance of time, affect and information creation within information literacy research and practice as well as the need for the continued theorisation of information literacy concepts.

Research limitations/implications

The paper’s constructivist grounded theorisation of information literacy remains localised and contextualised rather than generalisable.

Practical implications

The paper raises questions and points of reflection that may be used to inform the continued development of information literacy instruction and teaching practices.

Originality/value

This paper contributes to an increasingly sophisticated theoretical conceptualisation of information literacy as well as forming a basis for ongoing theoretical development in the field.

Citation

Hicks, A. (2020), "Moving beyond the descriptive: The grounded theory of mitigating risk and the theorisation of information literacy", Journal of Documentation, Vol. 76 No. 1, pp. 126-144. https://doi.org/10.1108/JD-07-2019-0126