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Information Literacy (IL) “Without Borders”: The Future of IL Education

Informed Learning Applications: Insights from Research and Practice

ISBN: 978-1-78769-062-2, eISBN: 978-1-78769-061-5

ISSN: 0065-2830

Publication date: 26 August 2019

Abstract

Findings and Originality – The phenomenographic study found that stakeholders did not hold one singular conception of IL but rather they shared a series of conceptions of IL to varying degrees, and that the variation in the ways IL was conceptualized prevailed across three continuums namely the individual-collective, affective-cognitive, and competency–personal mastery continuums. Furthermore, the comparative analysis of the series of conceptions of IL created the opportunity to develop a model of the common ground of conceptual understanding of IL thereby making an original contribution to knowledge. By undertaking a comparative analysis of this common ground model of IL with Bruce’s conceptions of IL/INFL and RACER framework for championing IL, the outcome is to present a new IL “without borders” model offering a blended strategic approach to advancing INFL/ILE based on a more representative understanding of the ways stakeholder groups perceive their information context and conceptualize IL.

Keywords

Citation

Cunningham, V. (2019), "Information Literacy (IL) “Without Borders”: The Future of IL Education", Ranger, K.L. (Ed.) Informed Learning Applications: Insights from Research and Practice (Advances in Librarianship, Vol. 46), Emerald Publishing Limited, Bingley, pp. 95-114. https://doi.org/10.1108/S0065-283020190000046009

Publisher

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Emerald Publishing Limited

Copyright © 2019 Emerald Publishing Limited