Developing an 'experience framework' for an evidence-based information literacy educational intervention

Purpose This paper describes how an ‘Experience Framework’ for an evidence-based Information Literacy educational intervention can be formulated. Design/methodology/approach The Experience Framework is developed by applying the qualitative methodology Phenomenography to the analysis of the variation in the experience of a phenomenon by a target group, making specific use of one of its data analysis methods, that pioneered by Gerlese Akerlind. A phenomenographic study’s descriptions of the limited but related experiences of the phenomenon, and the detail of context and complexity in experience achieved through the Akerlind’s data analysis technique, are essential to a Framework’s structure and educationally valuable richness of detail. Findings The ‘Experience Framework’, an example of which is set out in this paper, is formed from a detailed range of contexts, forms and levels of complexity of experience of a phenomenon, such as Information Literacy, in a group or profession. Groupings of aspects of that experience are used to formulate, through the application of Variation Theory, an education theory developed from previous phenomenographic research, learning contexts and aims which can form the focus of educational activities. Originality/value The framework can be used to form the basis of an evidence-based educational intervention to enrich the experience of any concept within LIS that Information professionals work to develop in their users

[Rezension zu:] Stefan Ehrenpreis, Ute Lotz-Heumann, Olaf Mörke, Luise Schorn-Schütte, eds. Wege der Neuzeit: Festschrift für Heinz Schilling zum 65. Geburtstag. Historische Forschungen. Berlin: Duncker& Humblot, 2007. 656 pp. EUR 78.00 (paper), ISBN 978-3-428-12394-0.

Rezension zu: Stefan Ehrenpreis, Ute Lotz-Heumann, Olaf Mörke, Luise Schorn-Schütte, eds. Wege der Neuzeit: Festschrift für Heinz Schilling zum 65. Geburtstag. Historische Forschungen. Berlin: Duncker & Humblot, 2007. 656 pp. EUR 78.00 (paper), ISBN 978-3-428-12394-0

Refining the definition of information literacy: the experience of contextual knowledge creation

A recently-conducted phenomenographic research study described six ways of experiencing information literacy (IL) in nursing practice. These findings and a re-interpretation of those of several other studies into IL experience, appear to show that such experience is always focused on context-specific knowledge creation. This suggests that those definitions of IL which focus on information gathering processes but not on their outcomes could be refined in a way which shows its role and value in a more explicit manner. Such a refinement might yield greater understanding and prominence for IL outside the information professions

Information literacy as a facilitator of ethical practice in the professions

To be information literate allows professionals to be aware of and able to locate, correctly interpret and apply research evidence, professional guidelines and other key sources in a full and complete manner, in a way that promises to achieve the best outcome for their patient or client. Consequently, as suggested by early findings of an phenomenographic investigation into information literacy in nursing, to be information literate is to be ethical, not only in the correct use of information, but as part of the endeavour to achieve professional competence, and beyond that, the best practice possible. This would imply that the acquisition of information literacy has an ethical significance and value. Does information literacy education emphasise this? The literature suggests not. Could it, however, be the means of driving forward information literacy education for key professions

The experience of information literacy in nursing practice

Information Literacy (IL) plays a key role in nursing, especially in the context of evidence-based practice (EBP), the initiative within health and social care in which clinical practice is informed by research evidence. However there is currently little evidence to show how being information literate is actually experienced by nurses and therefore whether information literacy educational interventions are promoting appropriate knowledge and skills. A research project has been designed to investigate how nurses experience information literacy using phenomenography, an interview-based methodology which allows experiences to be categorised and put into a descriptive structure for use in the development of educational interventions. Insights from the findings will be used to map out the parameters of information literacy and to put forward a theoretical model of a module to successfully develop it. This paper discusses the context of the research and the findings from a pilot study

Information Literacy and the workplace: new concepts, new perspectives?

Chapter 1 in Forster, M. (ed) Information Literacy in the Workplace. London: Facet

Information literacy in the workplace: a different phenomenon

In this guest blog, Marc Forster, editor of recent Facet book, Information Literacy in the Workplace, explores how information is experienced in the workplace and the ethical implications for ensuring that students are equipped with the right skills to ensure they are information literate when they enter the workforce