A prima facie case is made that neo‐classical thinking is meaningfully influenced by the philosophy of pragmatism. Three major aspects of this philosophy are considered based on the writings of leading pragmatists and instrumentalists such as James and Dewey. These aspects include the cosmology, the axiology and the methodology of pragmatism. The ways in which these three aspects manifest themselves in neoclassical thought are then examined and identified. Among other things it is concluded that a certain unresolved tension exists within the pragmatist′s view which is also carried over into economic thinking. This tension at least partly accounts for the existence of neo‐institutionalists who likewise claim a pragmatist influence in their work but who are critical of neoclassical thought. The article concludes by pointing out some problems in this philosophy.
Academic libraries have sought to become the leaders in the provision of information literacy (IL). The purpose of this paper is to identify to what extent IL is being…
Academic libraries have sought to become the leaders in the provision of information literacy (IL). The purpose of this paper is to identify to what extent IL is being promoted through institutional websites.
Data were collected from all UK university websites (n=133) in early 2015 to identify the promotion of IL. Content analysis was used for the five categories: IL in the mission statement, visions or strategic plan; IL model or framework; IL policy; IL assessment; and, IL training. Data collection was limited to information in the public domain which could be accessed from individual websites, which were searched and browsed systematically.
In total, 85.7 per cent of universities promote IL to some extent on their websites in at least one of the five categories, however the degree of the information provided varied extensively. Less than 6 per cent of universities promote IL at institutional level. Only 17.3 per cent refer to a model or framework, 15.8 per cent show their IL policy and 9 per cent provide information on their assessment of students’ IL skills. Information on IL training is offered on 84.2 per cent of websites, the most common method being online tutorials, although 52.6 per cent only offer training for one or two aspects of IL, primarily information seeking and citing and referencing.
This paper provides up-to-date data concerning how universities in the UK promote IL in the public domain via their websites. It should be of interest to academic librarians who are responsible for IL provision.