Theoretical Foundations for Information Literacy: a Plan for Action

John Budd, James Elmborg, Annemaree Lloyd, Olof Sundin

Research output: Chapter in Book/Report/Conference proceedingPaper in conference proceedingpeer-review

9 Citations (SciVal)

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 languageEnglish
Title of host publicationProceedings of the American Society for Information Science and Technology
Subtitle of host publication2014
PublisherASIS&T
Pages1-4
Number of pages4
Volume51
Publication statusPublished - 2014
EventAnnual Meeting of The Association for Information Science & Technology - Seattle, WA, United States
Duration: 2014 Nov 12014 Nov 4

Publication series

NameProceedings of the Association for Information Science and Technology
Volume51
ISSN (Electronic)2373-9231

Conference

ConferenceAnnual Meeting of The Association for Information Science & Technology
Country/TerritoryUnited States
CitySeattle, WA
Period2014/11/012014/11/04

Subject classification (UKÄ)

  • Information Studies

Keywords

  • Information literacy
  • metacognition
  • situated practice
  • embodied learning

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