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Exploring behaviour in the online environment: student perceptions of information literacy

By Janice Smith and Martin Oliver

Abstract

The aim of this paper is to show how information literacy can be conceptualised as a key learning process related to discipline and academic maturity, rather than as a generic skill. Results of a small-scale study including questionnaires and observation of student behaviour are reported and analysed in relation to Bruces 'seven faces of information literacy' framework. The findings illustrate that information literacy is a highly situated practice that remains undeveloped through mandatory schooling. Some methodological issues are considered in relation to researching information literacy, including the limits of the Bruce model as a framework for analysis. We also show how decontextualised courses can foreground and privilege certain behaviours that are beneficial but that developing higher-level information literate attitudes is likely to be an iterative and contextualised process

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: Taylor and Francis Ltd
Year: 2005
DOI identifier: 10.1080/0968776042000339790
OAI identifier: oai:generic.eprints.org:589/core5

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