Lloyd, A;
(2017)
Information literacy and literacies of information: A mid-range theory and model.
Journal of Information Literacy
, 11
(1)
pp. 91-105.
10.11645/11.1.2185.
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Abstract
Information literacy (IL) research tends to fall into one of two spaces. In the conceptual space the research concern rests with understanding the experience and core elements of the practice and how it emerges. In the practical space the execution and outcome of the practice as markers of successful teaching and learning are the focus. The division between these spaces and the lack of researcher/practitioner convergence create a conundrum that limits our ability to theorise IL, to adequately situate IL in library and information science research, to champion its benefits outside the library and information science field, or to promote to funding bodies the impact of IL. To address this conundrum a theory and foundational model of IL is described which attempts to reconstruct the IL space and its enactments without privileging research or practice.
| Type: | Article |
|---|---|
| Title: | Information literacy and literacies of information: A mid-range theory and model |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.11645/11.1.2185 |
| Publisher version: | https://doi.org/10.11645/11.1.2185 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. See here for more information: https://creativecommons.org/licenses/by-sa/4.0/ |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL SLASH UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities > Dept of Information Studies |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10062151 |
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