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Book part
Publication date: 12 September 2017

Jane Wilkinson and Annemaree Lloyd-Zantiotis

Recent figures show that half the world’s refugees are children, with young people now representing more than 50 percent of victims of global armed conflict and displaced…

Abstract

Recent figures show that half the world’s refugees are children, with young people now representing more than 50 percent of victims of global armed conflict and displaced persons. Increasing numbers of refugee youth are entering their host nations’ compulsory and postcompulsory educational systems having experienced frequent resettlements and disrupted education, which in turn, pose major barriers for educational and future employment. The consequences of these experiences raise pressing equity implications for educators and educational systems. However, the picture is not uniformly bleak. Employing Bourdieu’s thinking tools of habitus, field and capital, Yosso’s concepts of community cultural wealth and photovoice methods, this chapter draws on studies of refugee youth of both genders from diverse ethnic and faith backgrounds, conducted in regional Australia. It examines how everyday spaces for learning, for example, church, faith-based and sporting groups and family can play a crucial role in enabling young people to build powerful forms of social and cultural capital necessary to successfully access and negotiate formal education and training settings. Its findings suggest first that everyday spaces can act as rich sites of informal learning, which young refugee people draw upon to advance their life chances, employability, and social inclusion. Second, they suggest that how one’s gender and “race” intersect may have important implications for how refugee youth access social and cultural capital in these everyday spaces as they navigate between informal learning and formal educational settings.

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The Power of Resistance
Type: Book
ISBN: 978-1-78350-462-6

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Book part
Publication date: 12 September 2017

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The Power of Resistance
Type: Book
ISBN: 978-1-78350-462-6

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Book part
Publication date: 12 August 2014

Annemaree Lloyd

Bodies are central to the information experience, but are not often accounted for as a source of information, that is central to the information literacy experience. Based…

Abstract

Bodies are central to the information experience, but are not often accounted for as a source of information, that is central to the information literacy experience. Based on research with emergency services personnel and with nurses, this chapter explores the role of the body as a locus for understanding and meaning-making. Drawing from a sociocultural perspective, the author suggests that the concept of information experience as a stand-alone conception is meaningless. A solution is to acknowledge the referencing of embodied experience against social conditions and ways of knowing that inform peoples’ experience of practice, as located within the body. Key questions for researchers considering an information experience approach are posed.

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Information Experience: Approaches to Theory and Practice
Type: Book
ISBN: 978-1-78350-815-0

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Article
Publication date: 9 March 2010

Annemaree Lloyd

Information literacy is a rich and complex social information practice that is constructed according to specific practical understandings, rules and teleoaffective…

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5409

Abstract

Purpose

Information literacy is a rich and complex social information practice that is constructed according to specific practical understandings, rules and teleoaffective features which characterise a social site or setting. This paper aims to explore the philosophical and theoretical perspective of practice theory, in particular, the ontological work of Schatzki. These perspectives are to be used to frame an understanding of the features of information literacy as sociocultural practice.

Design/methodology/approach

A theoretical perspective is introduced to examine the concept of information literacy practice by framing this analysis through a site ontology developed by Schatzki. Sociocultural and practice theory are employed in this exploration of information literacy as sociocultural practice and provide a framework for architecture of information literacy practice.

Findings

Information literacy can be understood as a critical information practice which is organised and arranged through the site of the social, rather than as a reified and decontexualised set of skills.

Research limitations/implications

Framing information literacy research through site ontology and the use of a practice perspective has implications for further research into information literacy and for the development of pedagogic practices related to information literacy instruction

Originality/value

The paper offers an alternate way of framing information literacy by introducing the concepts related to practice theory.

Details

Journal of Documentation, vol. 66 no. 2
Type: Research Article
ISSN: 0022-0418

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Article
Publication date: 12 October 2012

Annemaree Lloyd

This paper aims to introduce a “people‐in‐practice” perspective which brings together previous theorisations of information literacy landscapes and practice. This…

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2546

Abstract

Purpose

This paper aims to introduce a “people‐in‐practice” perspective which brings together previous theorisations of information literacy landscapes and practice. This perspective provides the framework to analyse the complex practice of information literacy from a sociocultural perspective. This perspective represents a shift in focus towards information literacy as a socially enacted practice, and away from the information skills approach that has dominated information literacy research and education.

Design/methodology/approach

The empirical data that informs this work is drawn from a series of studies that have been conducted by the author in the workplace and in everyday settings since 2004. Findings from these studies have contributed to the development of the people‐in‐practice perspective that is presented in this article.

Findings

Drawing from the author's empirical studies and from literature reporting socio‐cultural research into information literacy, a people‐in‐practice perspective is described.

Originality/value

The value of this paper lies in the attempt to marry together the author's previous work resulting in the introduction of a people‐in‐practice perspective. This perspective draws from socio‐cultural and practice theory.

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Journal of Documentation, vol. 68 no. 6
Type: Research Article
ISSN: 0022-0418

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Article
Publication date: 24 April 2009

Annemaree Lloyd

The purpose of this paper is to present findings of an enquiry into the use and experience of information, in learning to become an ambulance officer. The paper aims to…

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Abstract

Purpose

The purpose of this paper is to present findings of an enquiry into the use and experience of information, in learning to become an ambulance officer. The paper aims to explore how the information environment is constituted for novice and experience practitioners. The paper also aims to consider what type of information is considered important by novice and experienced practitioners in learning about practice and profession.

Design/methodology/approach

The study is approached from an information literacy (IL) perspective, where IL is viewed as the catalyst for learning about work and professional practice. It draws on constructivist‐influenced grounded theory method to explore how an IL experience is constituted for the worker.

Findings

Three modalities of information which inform practice are described. IL is illustrated as more than just an experience with text or skills‐based literacy. It is viewed as socio‐cultural practice which is shaped by discourse.

Research limitations/implications

The research was limited to an in‐depth exploration of one professional group in one geographic location.

Practical implications

The study highlights the value of an IL approach to understanding how information is experienced in a workplace context.

Originality/value

This paper reports original research of significance to information professionals and educators.

Details

Journal of Documentation, vol. 65 no. 3
Type: Research Article
ISSN: 0022-0418

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