TY  - CHAP
AB  - Abstract This chapter uses the idea of informed learning, an interpretation of information literacy that focuses on people’s information experiences rather than their skills or attributes, to analyse the character of using information to learn in diverse communities and settings, including digital, faith, indigenous and ethnic communities. While researchers of information behaviour or information seeking and use have investigated people’s information worlds in diverse contexts, this work is still at its earliest stages in the information literacy domain. To date, information literacy research has largely occurred in what might be considered mainstream educational and workplace contexts, with some emerging work in community settings. These have been mostly in academic libraries, schools and government workplaces. What does information literacy look like beyond these environments? How might we understand the experience of effective information use in a range of community settings, from the perspective of empirical research and other sources? The chapter concludes by commenting on the significance of diversifying the range of information experience contexts, for information literacy research and professional practice.
VL  - 9
SN  - 978-1-78350-815-0, 978-1-78350-816-7/1876-0562
DO  - 10.1108/S1876-056220140000010009
UR  - https://doi.org/10.1108/S1876-056220140000010009
AU  - Bruce Christine
AU  - Somerville Mary M.
AU  - Stoodley Ian
AU  - Partridge Helen
PY  - 2014
Y1  - 2014/01/01
TI  - Diversifying Information Literacy Research: An Informed Learning Perspective
T2  - Information Experience: Approaches to Theory and Practice
T3  - Library and Information Science
PB  - Emerald Group Publishing Limited
SP  - 169
EP  - 186
Y2  - 2024/04/25
ER  -