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A new model of information literacy education in school settings. Exceeding skill-based approaches without losing their advantages - Koltay


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Presented at LILAC 2018

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A new model of information literacy education in school settings. Exceeding skill-based approaches without losing their advantages - Koltay

  2. 2. Tibor Koltay, Eszterházy Károly University, Hungary Enikő Szőke-Milinte, Pázmány Péter Catholic University, Hungary 2
  3. 3. SCHOOL PEDAGOGY • is a form of educational theory and practice, • built on the assumption that its goals are attainable only in a growingly holistic system of institutions mutually influencing each other (Petrikás 1995). 3
  4. 4. INFORMATION LITERACY • is “the adoption of appropriate information behaviour to obtain, through whatever channel or medium, information well fitted to information needs, together with critical awareness of the importance of wise and ethical use of information in society.” (Johnston & Webber 2003, p. 336). 4
  5. 5. SCHOOL PEDAGOGY AND INFORMATION LITERACY • School is one of the information landscapes; • IL takes place within these (Whitworth 2014). • IL should address children, who study in primary schools and adolescents in secondary schools. 5
  6. 6. SUCCESSFUL IL REQUIRES • Strong theoretical foundations; • Using a plurality of approaches; • Building on communication theory; • Not being restricted to skill-based approaches, but not losing their advantages; 6
  7. 7. THEORY IS LESS DEVELOPED, BECAUSE IL is used mainly for 1. Labelling = activities such as professional practice, research or policy-making → multiple interpretations; 2. Empirical approaches → imply that IL ought to be prescribed rather than described (Pilerot 2016). 7
  8. 8. DEFINING FACTORS • Abundance of information and information overload; • Convergences 1. Between information theory and the theory of learning; 2. Between literacies. 8
  9. 9. INFORMATION THEORY AND THE THEORY OF LEARNING CONVERGE • The skills and abilities of information literacy are identical with authentic learning (Information Power 1998). • IL is often approached as an object of teaching. • We can assume that it is also the outcome of learning (Limberg, Sundin & Talja 2012). 9
  10. 10. CONVERGENCES AMONG LITERACIES • Convergence among different forms of media and ICTs (Livingstone, van Couvering & Thumin, 2008) • → overlap between information literacy and media literacy→ media and information literacy. 10
  11. 11. MEDIA LITERACY • Should not be ignored; • It aims to provide learning experiences where students strengthen critical-thinking skills (Hobbs 2004). 11
  12. 12. MEDIA AND INFORMATION LITERACY (MIL) • IL and MIL basically aim to foster the same skills (Lau 2013). 12
  13. 13. THEORETICAL APPROACHES • Phenomenography. • Discourse analytical approaches • The sociocultural perspective • Phenomenographic and sociocultural theories are grounded in theories of learning. = • Learning is an activity of constructing meaning. 13
  14. 14. PHENOMENOGRAPHY • Explores patterns of experiencing phenomena. • Underlines the importance of understanding the learners’ perspective. 14
  15. 15. PHENOMENOGRAPHY APPLIED TO IL • Focuses on varied ways of experiencing IL. • Provides a pattern of variation in engaging with information for learning. 15
  16. 16. DISCOURSE ANALYSIS FOCUSES ON 1. the habits and rules of discourse communities; 2. the interpretive repertoires through which people give meanings to information competences and practices. 16
  17. 17. DISCOURSE ANALYSIS • Shows that information literacy is constructed differently in different conversational contexts → • Does not accept the nature of information competences as uncontested phenomena 17
  18. 18. SOCIOCULTURAL THEORY UNDERSTANDS • People’s practices within specific communities → • IL practices within specific contexts and communities. 18
  19. 19. SOCIOCULTURAL THEORY • Focuses on tool-based IL practices (not to be confounded with skill-based ones). • Questions the generic nature of learning IL (Limberg, Sundin, & Talja 2012). 19
  20. 20. COMMUNICATION THEORY • Comes into the picture through information landscapes • = “communicative spaces that are created by people who co-participate in a field of practice” (Lloyd 2010) 20
  21. 21. A COMMUNICATIVE PEDAGOGICAL MODEL OF IL • Counts with skills, but goes beyond skill- based approaches. • Pays attention to and treats additional issues more complexly. 21
  22. 22. THE ADDITIONAL ISSUES • Informational knowledge • Operational knowledge • The motivating factors of acquiring information 22
  23. 23. INFORMATIONAL KNOWLEDGE • Built up from analogue and propositional representations of information. 23
  24. 24. INFORMATIONAL KNOWLEDGE: ANALOGUE REPRESENTATIONS • Directed by relatively flexible rules and by our perception • = represent reality indirectly and implicitly. • Make use of networks, scripts, and schemata. 24
  25. 25. INFORMATIONAL KNOWLEDGE: PROPOSITIONAL REPRESENTATIONS • Propositional representations are explicit, abstract, and language-like (directed by rules). 25
  26. 26. OPERATIONAL KNOWLEDGE • Defined by the individuals’ skills and problem-solving abilities. • Can be coupled with metacognition = higher order thinking that involves active control over cognitive processes 26
  27. 27. OPERATIONAL KNOWLEDGE • Is reflective. • Activates metacognition. The ACRL Information Literacy Framework for Higher Education provides illustrations of metacognitive activities. 27
  28. 28. OPERATIONAL KNOWLEDGE Further components • identification, • analogy, • comparison, • selection, • analysis and synthesis, • induction and • deduction, systematization, • abstraction • and generalization, etc. 28
  29. 29. THE DRIVING FORCE OF IL • The motivation to acquire information involves, among others, • ideals, • convictions, • values, • volition, • interest, • emotions, • curiosity, • attention, • and ambition. 29
  30. 30. CONCLUSION • Including the perspectives of phenomenography, discourse analysis and sociocultural theory promises a solid theoretical basis for IL. • IL theory can be coupled with a model of communication in a pedagogical model. 30
  31. 31. FURTHER EXAMINATION • The convergence between IL and media literacy as well as the coming of MIL into prominence require further examination. 31
  32. 32. LITERATURE • AASL (1998). Information power. Building partnership for learning. Chicago, IL.: American Association of School Librarians, Association for Educational Communications Technology, American Library Association • ACRL (2015). Information Literacy Framework for Higher Education • Hobbs, R. (2004). A review of school-based initiatives in media literacy education. American Behavioral Scientist, 48(1), 42-59. • Johnston, B. & Webber, S. (2003). Information literacy in higher education: a review and case study. Studies in higher education, 28(3), 335-352. • Lau, J. (2013). Conceptual Relationship of Information Literacy and Media Literacy. In Conceptual Relationship of Information Literacy and Media Literacy in Knowledge Societies (pp. 76-91). Paris: UNESCO. • Limberg, L., Sundin, O., & Talja, S. (2013). Three theoretical perspectives on information literacy. Human IT: Journal for Information Technology Studies as a Human Science, 11(2), 93-130. • Livingstone, S., van Couvering, E. J. & Thumin, N. (2008). Converging traditions of research on media and information literacies: Disciplinary and methodological issues. In J. Coiro, M. Knobel, C. Lankshear, & D.J. Leu, (Eds.), Handbook of Research on New Literacies (pp. 103-132). Hillsdale, NJ: Lawrence Erlbaum Associates. • Lloyd, A. (2010). Information literacy landscapes: Information literacy in education, workplace, and everyday contexts. Oxford: Chandos. • Petrikás, Á. (Ed.) (1995). Iskolapedagógia. Az embernevelés iskolapedagógiai alapjai. Eger: EMTEX-JATEX. • Pilerot, O. (2016). Connections between research and practice in the information literacy narrative: A mapping of the literature and some propositions. Journal of Librarianship and Information Science, 48(4), 313-321. • Whitworth, A. (2014). Radical information literacy: reclaiming the political heart of the information literacy movement. Oxford: Chandos Publishing. • 32
  33. 33. THE PREPARATION OF THIS PAPER WAS SUPPORTED by the EFOP-3.6.1-16-2016-00001 project “Complex Development of Research Capacities and Services at Eszterházy Károly University"
  34. 34. Thank you for your attention. 34