LEADER 05547nam 2200685 450 001 9910817536103321 005 20200520144314.0 010 $a1-78063-280-0 035 $a(CKB)2670000000318742 035 $a(EBL)1584736 035 $a(OCoLC)867318443 035 $a(SSID)ssj0000967872 035 $a(PQKBManifestationID)12397881 035 $a(PQKBTitleCode)TC0000967872 035 $a(PQKBWorkID)10977384 035 $a(PQKB)10555553 035 $a(Au-PeEL)EBL1584736 035 $a(CaPaEBR)ebr10826674 035 $a(CaONFJC)MIL558311 035 $a(CaSebORM)9781876938796 035 $a(MiAaPQ)EBC1584736 035 $a(PPN)198686331 035 $a(EXLCZ)992670000000318742 100 $a20140123h20102010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aPractising information literacy $ebringing theories of learning, practice and information literacy together /$fedited by Annemaree Lloyd, Sanna Talja 205 $a1st edition 210 1$aWagga Wagga, Australia :$cCentre for Information Studies,$d2010. 210 4$dİ2010 215 $a1 online resource (399 p.) 300 $aIncludes index. 311 $a1-876938-79-X 320 $aIncludes bibliographical references and index. 327 $aCover; PRACTISING INFORMATION LITERACY: Bringing Theories of Learning, Practice and InformationLiteracy Together; Copyright; Contents; Acknowledgments; Integrating theories of learning, literacies and information practices; PART 1. THEORETICAL PERSPECTIVES; CHAPTER 1 Windows on information literacy worlds: Generic, situated and transformative perspectives; Part 1. Literacy models and perspectives; Part 2. GeST windows; Part 3. GeST in practice; Using the GeST windows; Conclusion; Acknowledgments; References; CHAPTER 2 Lessons from the workplace: Understanding information literacy as practice 327 $aSociocultural and practice perspectivesInformation literacy and workplace knowledge; Emergency workers: fire fighters and ambulance officers; Establishing an agenda for information literacy research; Dimensions of information literacy practice; Constructing knowledge through practice: implications and challenges for practitioners and researchers; References; CHAPTER 3Information literacy as situated anddistributed activity; Information literacy as individual competence; Information literacy as sociocultural, tool-mediated activity; Conclusions; References 327 $aPART II. RACTISING INFORMATION LITERACY IN FORMAL LEARNING CONTEXTSCHAPTER 4 Problem-based learning andcollaborative information literacy inan educational digital video course; Problem-based learning and information literacy; Research questions and procedure; Research results; Conclusions; References; CHAPTER 5 The challenges of the first research paper: Observing students and the teacher in the secondary school classroom; Data and methods; Data gathering; Data analysis; Results; Discussion; References; CHAPTER 6 Digital literacies as school practices 327 $aThe perspective of media education researchDigital literacies; Methodology; Digital literacies as school practices: Laura's lesson; Discussion; Conclusion; References; CHAPTER 7 Year 12 students' use of information literacy skills: A constructivist grounded analysis; Information literacy research in schools; The transfer of learning; Methodology; Discussion; References; PART III. CHALLENGES IN INFORMATION LITERACY TEACHING; CHAPTER 8 Generic versus discipline-specific skills; Literature review; Methods; Analysis of questionnaires; Teaching information literacy 327 $aAppendix: Information Literacy and the Practice of Research SurveyCHAPTER 9 Teacher trainees of the Internet Age: Changing conceptions of information literacy instruction?; Discussion; Conclusion; References; CHAPTER 10Dialogic literacy: A socioculturalliteracy learning approach; A sociocultural view of learning and literacy; Multimodal representations and situated learning; Dialogic literacy and traditional information literacy definitions; Dialogic literacy and the knowledge-creation paradigm in teaching, learning and schooling; Towards participatory learning and literacy culture 327 $aReferences 330 $aThis book showcases new interdisciplinary academic research on the relationship between information literacy and learning. It combines findings with new understandings drawn from theoretical and empirical research conducted in primary and secondary schools, higher education, workplaces, and community contexts. The studies offer new insights into questions such as how transferable are the information practices and skills learned in one context to other contexts? What is the degree to which information competences are generic, to what degree are they domain and context specific? What are the kin 606 $aInformation literacy$xResearch$xMethodology 606 $aInformation science$xResearch$xMethodology 606 $aLibrary science$xResearch$xMethodology 615 0$aInformation literacy$xResearch$xMethodology. 615 0$aInformation science$xResearch$xMethodology. 615 0$aLibrary science$xResearch$xMethodology. 676 $a028.7 701 $aLloyd$b Annemaree$01660815 701 $aTalja$b Sanna$01660816 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910817536103321 996 $aPractising information literacy$94016300 997 $aUNINA