Hicks, A;
Lloyd, A;
(2022)
Reaching into the basket of doom: Learning outcomes, discourse, and information literacy.
Journal of Librarianship and Information Science
10.1177/09610006211067216.
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Abstract
Learning outcomes form a type of arrangement that holds the practice of information literacy within higher education in place. This paper employs the theory of practice architectures and a discourse analytical approach to examine the learning goals of five recent English-language models of information literacy. Analysis suggests that the practice of information literacy within higher education is composed of 12 common dimensions, which can be grouped into two categories, Mapping and Applying. The Mapping category encompasses learning outcomes that introduce the learner to accepted ways of knowing or what is valued by and how things work within higher education. The Applying category encompasses learning outcomes that encourage the learner to implement or integrate ideas into their own practice, including to their own questions, to themselves or to their experience. Revealing what is prioritised as well as what is less valued within the field at the present time, these findings also raise questions about supposed epistemological differences between models, the influence of research, and the language employed within these documents. This paper represents the third and final piece of work in a research programme that is interrogating the epistemological premises and discourses of information literacy within higher education.
| Type: | Article |
|---|---|
| Title: | Reaching into the basket of doom: Learning outcomes, discourse, and information literacy |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/09610006211067216 |
| Publisher version: | https://doi.org/10.1177%2F09610006211067216 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Information literacy, discourse analysis, learning outcomes, practice theory |
| 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/10139354 |
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