Theoretical Foundations for Information Literacy: a Plan for Action

John Budd; James Elmborg; Annemaree Lloyd; Olof Sundin

Theoretical Foundations for Information Literacy: a Plan for Action

John Budd, James Elmborg, Annemaree Lloyd, Olof Sundin

Research output: Chapter in Book/Report/Conference proceeding › Paper in conference proceeding › peer-review

Abstract

Information literacy is both a common and an important learning activity with higher education. That said, it is under-theorized as a process and as a path to a product. In order to meet the need for theory, the four panelists will offer four distinct possibilities for theoretical frameworks. While the four frameworks are able to stand alone, there is also the likelihood that they might be melded together in order to form an even richer and more robust underpinning for the work of information literacy and instruction. This panel fills a need that has heretofore been found wanting in the topic.

Original language	English
Title of host publication	Proceedings of the American Society for Information Science and Technology
Subtitle of host publication	2014
Publisher	ASIS&T
Pages	1-4
Number of pages	4
Volume	51
Publication status	Published - 2014
Event	Annual Meeting of The Association for Information Science & Technology - Seattle, WA, United States Duration: 2014 Nov 1 → 2014 Nov 4

Publication series

Name	Proceedings of the Association for Information Science and Technology
Volume	51
ISSN (Electronic)	2373-9231

Conference

Conference	Annual Meeting of The Association for Information Science & Technology
Country/Territory	United States
City	Seattle, WA
Period	2014/11/01 → 2014/11/04

Subject classification (UKÄ)

Information Studies

Free keywords

Information literacy
metacognition
situated practice
embodied learning

Access to Document

http://www.asis.org/asist2014/proceedings/submissions/panels/32panel.pdf

Knowledge in a Digital World: Trust, Credibility and Relevance on the Web
Felix, C. V. (Researcher), Genot, E. (Researcher), Olsson, E. J. (PI), Masterton, G. (Researcher), Ahlstrom-Vij, K. (Researcher), Rendsvig, R. K. (Researcher), Obelitz Søe, S. (Researcher), von Gerber, Y. (Researcher), Fransson, J. (Researcher), Andersson, C. (Researcher), Haider, J. (Researcher), Ilshammar, L. (Researcher), Lindsköld, L. (Researcher), Sundin, O. (PI), Kjellberg, S. (Researcher) & Carlsson, H. (Researcher)
Swedish Research Council
2013/01/01 → 2017/12/31
Project: Research

Cite this

Budd, J., Elmborg, J., Lloyd, A., & Sundin, O. (2014). Theoretical Foundations for Information Literacy: a Plan for Action. In Proceedings of the American Society for Information Science and Technology: 2014 (Vol. 51, pp. 1-4). (Proceedings of the Association for Information Science and Technology; Vol. 51). ASIS&T. http://www.asis.org/asist2014/proceedings/submissions/panels/32panel.pdf

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title = "Theoretical Foundations for Information Literacy: a Plan for Action",

abstract = "Information literacy is both a common and an important learning activity with higher education. That said, it is under-theorized as a process and as a path to a product. In order to meet the need for theory, the four panelists will offer four distinct possibilities for theoretical frameworks. While the four frameworks are able to stand alone, there is also the likelihood that they might be melded together in order to form an even richer and more robust underpinning for the work of information literacy and instruction. This panel fills a need that has heretofore been found wanting in the topic.",

keywords = "Information literacy, metacognition, situated practice, embodied learning",

author = "John Budd and James Elmborg and Annemaree Lloyd and Olof Sundin",

year = "2014",

language = "English",

volume = "51",

series = "Proceedings of the Association for Information Science and Technology",

publisher = "ASIS&T",

pages = "1--4",

booktitle = "Proceedings of the American Society for Information Science and Technology",

note = "Annual Meeting of The Association for Information Science & Technology ; Conference date: 01-11-2014 Through 04-11-2014",

}

Budd, J, Elmborg, J, Lloyd, A & Sundin, O 2014, Theoretical Foundations for Information Literacy: a Plan for Action. in Proceedings of the American Society for Information Science and Technology: 2014. vol. 51, Proceedings of the Association for Information Science and Technology, vol. 51, ASIS&T, pp. 1-4, Annual Meeting of The Association for Information Science & Technology, Seattle, WA, United States, 2014/11/01. <http://www.asis.org/asist2014/proceedings/submissions/panels/32panel.pdf>

Theoretical Foundations for Information Literacy: a Plan for Action. / Budd, John; Elmborg, James; Lloyd, Annemaree et al.
Proceedings of the American Society for Information Science and Technology: 2014. Vol. 51 ASIS&T, 2014. p. 1-4 (Proceedings of the Association for Information Science and Technology; Vol. 51).

Research output: Chapter in Book/Report/Conference proceeding › Paper in conference proceeding › peer-review

TY - GEN

T1 - Theoretical Foundations for Information Literacy

T2 - Annual Meeting of The Association for Information Science & Technology

AU - Budd, John

AU - Elmborg, James

AU - Lloyd, Annemaree

AU - Sundin, Olof

PY - 2014

Y1 - 2014

N2 - Information literacy is both a common and an important learning activity with higher education. That said, it is under-theorized as a process and as a path to a product. In order to meet the need for theory, the four panelists will offer four distinct possibilities for theoretical frameworks. While the four frameworks are able to stand alone, there is also the likelihood that they might be melded together in order to form an even richer and more robust underpinning for the work of information literacy and instruction. This panel fills a need that has heretofore been found wanting in the topic.

AB - Information literacy is both a common and an important learning activity with higher education. That said, it is under-theorized as a process and as a path to a product. In order to meet the need for theory, the four panelists will offer four distinct possibilities for theoretical frameworks. While the four frameworks are able to stand alone, there is also the likelihood that they might be melded together in order to form an even richer and more robust underpinning for the work of information literacy and instruction. This panel fills a need that has heretofore been found wanting in the topic.

KW - Information literacy

KW - metacognition

KW - situated practice

KW - embodied learning

M3 - Paper in conference proceeding

VL - 51

T3 - Proceedings of the Association for Information Science and Technology

SP - 1

EP - 4

BT - Proceedings of the American Society for Information Science and Technology

PB - ASIS&T

Y2 - 1 November 2014 through 4 November 2014

ER -

Theoretical Foundations for Information Literacy: a Plan for Action

Abstract

Publication series

Conference

Subject classification (UKÄ)

Free keywords

Access to Document

Fingerprint

Projects

Knowledge in a Digital World: Trust, Credibility and Relevance on the Web

Cite this