Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Sheila Webber, Olivier Le Deuff, Bill Johnston
September 2017, ECIL, St Malo
Theorising information literacy
Exploring dif...
Outline of the session
• Introduction of the panellists
• Presentations from the panellists
–Information Literacy as a dis...
Sheila Webber (Senior Lecturer, Information
School, University of Sheffield)
Bill Johnston (Honorary Research Fellow,
Univ...
Information Literacy as a
discipline
Webber, Le Deuff & Johnston, 2017
Sheila Webber & Bill Johnston
Webber, Le Deuff & Johnston, 2017
Benefits
• Locates a home discipline for PhD study,
researchers: common touchpoints, language,
understandings etc.: helps ...
Evidence
• Dedicated journals, associations, and conferences;
Graduate research; international community
• IL literature b...
Reservoirs of knowledge resources shaping regularized
behavioural practices, sets of discourses, ways of thinking,
procedu...
Organisational form …
A group of scholars - but does it have to be a
university department?
What are the internal hierarch...
Olivier Le Deuff
Webber, Le Deuff & Johnston, 2017
What is discipline?
• Discipline … and punish (Michel Foucault)
• Discipline as a method of control
• Discipline as a meth...
IL a school discipline?
• Discipline for teaching (Evolutions de la
documentation : Naissance d'une discipline
scolaire, F...
• Library and information science
• Communication studies
• Education studies
• Documentation or documentology (Paul Otlet...
What “theory” means and how
Information Literacy might be
theorised
Webber, Le Deuff & Johnston, 2017
Olivier Le Deuff
Webber, Le Deuff & Johnston, 2017
What “theory” means and how IL might be
theorised
• Need to understand concepts [and teach with concepts]: what
is informa...
Sheila Webber & Bill Johnston
Webber, Le Deuff & Johnston, 2017
Bates (2005)
“.. for most purposes the core meaning of theory
centers around the idea of a developed
understanding, an exp...
Working towards theory:
Phenomenography
• Research approach which determines
• The type of question (What are the varying ...
Sources conception of IL
• Teaching IL to first year UGs: USA (Dawes, 2017): “Critical
selection: teaching how to develop ...
Higher order conception/experience:
growth and change
• Teaching IL to first year UGs: USA (Dawes, 2017): “Behavioral
chan...
Questions
Webber, Le Deuff & Johnston, 2017
Prompt questions for discussion
Webber, Le Deuff & Johnston, 2017
• What needs to be done to develop the IL theory
base?
• Are there issues specific to particular countries or
cultures?
• ...
Olivier Le Deuff.
Maître de conférences en SIC.
Laboratoire Mica. Université de Bordeaux Montaigne
Responsable du DUT. Inf...
References
• Bates, M. (2005). An introduction to theories, metatheories and models. In K. Fisher, S. Erdelez and
L. McKec...
Upcoming SlideShare
Loading in …5
×

Theorising information literacy: Exploring different expert views and reflections and different national / cultural perspectives

832 views

Published on

Presentation by Sheila Webber, Olivier Le Deuff, Bill Johnston given in September 2017, at the European Conference on Information Literacy, Saint Malo, France.

Published in: Education
  • Be the first to comment

Theorising information literacy: Exploring different expert views and reflections and different national / cultural perspectives

  1. 1. Sheila Webber, Olivier Le Deuff, Bill Johnston September 2017, ECIL, St Malo Theorising information literacy Exploring different expert views and reflections and different national / cultural perspectives
  2. 2. Outline of the session • Introduction of the panellists • Presentations from the panellists –Information Literacy as a discipline –Information Literacy theory • Questions and open discussion Webber, Le Deuff & Johnston, 2017
  3. 3. Sheila Webber (Senior Lecturer, Information School, University of Sheffield) Bill Johnston (Honorary Research Fellow, University of Strathclyde) Olivier Le Deuff (Assistant Professor in information science and communication studies, University of Bordeaux Montaigne) Webber, Le Deuff & Johnston, 2017
  4. 4. Information Literacy as a discipline Webber, Le Deuff & Johnston, 2017
  5. 5. Sheila Webber & Bill Johnston Webber, Le Deuff & Johnston, 2017
  6. 6. Benefits • Locates a home discipline for PhD study, researchers: common touchpoints, language, understandings etc.: helps the field move forward • Acknowledging a theoretical base can strengthen argument for IL meriting attention from academics in other disciplines • Provide a theoretical and evidence base for practice beyond the academy Webber, Le Deuff & Johnston, 2017
  7. 7. Evidence • Dedicated journals, associations, and conferences; Graduate research; international community • IL literature base increasing, becoming more scholarly, taking more prominent place in the field (Sugimoto & Cronin, 2012; Pinto, Escalona- Fernandez & Pulgarin, 2013; Sproles, Detmering & Johnson, 2013) • IL is subject of scholarly debate • “Sub-disciplines” of IL mentioned at this conference See Johnston and Webber, 2006; Webber and Johnston, 2017 Webber, Le Deuff & Johnston, 2017
  8. 8. Reservoirs of knowledge resources shaping regularized behavioural practices, sets of discourses, ways of thinking, procedures, emotional responses and motivations. These provide structured dispositions for disciplinary practitioners who reshape them in different practice clusters into localized repertoires. While alternative recurrent practices may in competition within a single discipline, there is common background knowledge about key figures, conflicts and achievements. Disciplines take organizational form, have internal hierarchies and bestow power differentially, conferring advantage and disadvantage (Definition of a discipline: Trowler, 2014, p.9) What is a discipline in the 21st Century? Webber, Le Deuff & Johnston, 2017
  9. 9. Organisational form … A group of scholars - but does it have to be a university department? What are the internal hierarchies at this conference, for example… (UNESCO identified ECIL as the key IL organisation…) Webber, Le Deuff & Johnston, 2017
  10. 10. Olivier Le Deuff Webber, Le Deuff & Johnston, 2017
  11. 11. What is discipline? • Discipline … and punish (Michel Foucault) • Discipline as a method of control • Discipline as a method of learning and teaching Webber, Le Deuff & Johnston, 2017
  12. 12. IL a school discipline? • Discipline for teaching (Evolutions de la documentation : Naissance d'une discipline scolaire, Frisch, 2003) • Pedagogy for IL (for French teachers-librarians, professeurs-documentalistes) • Didactic of information (Duplessis and GRCDI : group of research about didactic and cultures of information) Webber, Le Deuff & Johnston, 2017
  13. 13. • Library and information science • Communication studies • Education studies • Documentation or documentology (Paul Otlet) • Media and Information Literacy • Transliteracy Relations with other fields? Webber, Le Deuff & Johnston, 2017
  14. 14. What “theory” means and how Information Literacy might be theorised Webber, Le Deuff & Johnston, 2017
  15. 15. Olivier Le Deuff Webber, Le Deuff & Johnston, 2017
  16. 16. What “theory” means and how IL might be theorised • Need to understand concepts [and teach with concepts]: what is information, what does it mean to be an author; work that can be used by professeurs documentalistes • Need theory not just practice - know the concepts and that they can change Webber, Le Deuff & Johnston, 2017
  17. 17. Sheila Webber & Bill Johnston Webber, Le Deuff & Johnston, 2017
  18. 18. Bates (2005) “.. for most purposes the core meaning of theory centers around the idea of a developed understanding, an explanation, for some phenomenon” (p2) In science: description, prediction, explanation Sees research models particularly helpful in describing and predicting “most of “theory” in LIS is really still at the modelling stage” (p3) Webber, Le Deuff & Johnston, 2017
  19. 19. Working towards theory: Phenomenography • Research approach which determines • The type of question (What are the varying ways in which people conceive of or experience a phenomenon) • Data collection • Way findings are presented • Therefore more valid to compare across studies in different countries and contexts • Just beginning metaanalysis: studies of adult populations: looking at categories of description Webber, Le Deuff & Johnston, 2017
  20. 20. Sources conception of IL • Teaching IL to first year UGs: USA (Dawes, 2017): “Critical selection: teaching how to develop strategies for managing and finding relevant sources for specific purposes” • IL of nurses: UK (Forster, 2015) “Passive minimalist” gathering or absorbing facts, basic clinical knowledge • Uni students learning IL: Australia (Diehm & Lupton, 2014): “Learning to find information” • IL of academics/professionals: Australia (Bruce, 1997) “IL as finding information from appropriate sources” • IL of academics teaching English: UK (Boon, Johnston and Webber , 2007). “Accessing and retrieving textual information” • IL of school librarians: Syria (Salha, 2010). “IL as using textual information to solve practical problems” (main focus on finding)
  21. 21. Higher order conception/experience: growth and change • Teaching IL to first year UGs: USA (Dawes, 2017): “Behavioral change: teaching how to use information to develop new understandings that change behavior or impact society” • IL of nurses: UK (Forster, 2015) “Leader, philosopher and strategist” e.g. IL as a means to facilitate change • Uni students learning IL: Australia (Diehm & Lupton, 2014): “Learning to use information to grow as a person and to contribute to others” • IL of academics/professionals: Australia (Bruce, 1997) “IL as using information wisely for the benefit of others” • IL of academics teaching English: UK (Boon, Johnston and Webber , 2007). “IL as becoming confident autonomous learners and critical thinkers” • IL of school librarians: Syria (Salha, 2010). “IL as Living Successfully” Webber, Le Deuff & Johnston, 2017
  22. 22. Questions Webber, Le Deuff & Johnston, 2017
  23. 23. Prompt questions for discussion Webber, Le Deuff & Johnston, 2017
  24. 24. • What needs to be done to develop the IL theory base? • Are there issues specific to particular countries or cultures? • How can we enable/benefit from cross-cultural engagement with IL? • How can practice inform theory? • How can theory support practice?
  25. 25. Olivier Le Deuff. Maître de conférences en SIC. Laboratoire Mica. Université de Bordeaux Montaigne Responsable du DUT. Information et communication option Information Numérique à l'IUT Montaigne de Bordeaux. 0687653127. www.guidedesegares.info, www.okonok.fr Sheila Webber Information School University of Sheffield s.webber@shef.ac.uk Twitter: @sheilayoshikawa http://information-literacy.blogspot.com/ http://www.slideshare.net/sheilawebber/ Photos:SheilaWebber,takeninSecondLife(TMLindenLab) Bill Johnston Honorary Research Fellow School of Psychology and Health Sciences University of Strathclyde b.johnston@strath.ac.uk
  26. 26. References • Bates, M. (2005). An introduction to theories, metatheories and models. In K. Fisher, S. Erdelez and L. McKechnie.(Eds.) Theories of information behavior. (pp. 1-24). Medford, NJ: Information Today. • Boon, S., Johnston, B., & Webber, S. (2007). A phenomenographic study of English faculty's conceptions of information literacy. Journal of Documentation, 63(2), 204 -228. • Bruce, C. (1997). The seven faces of information literacy. Adelaide: Auslib Press. • Dawes, L. (2017). Faculty perceptions of teaching information literacy to first year students: a phenomenographic study. Journal of librarianship and information science. (Early online publication). • Diehm, R. and Lupton, M. (2014). Learning information literacy. Information Research, 19(1). • Forster, M. (2015). Six ways of experiencing information literacy in nursing: the findings of a phenomenographic study. Nurse Education Today, 35, 195-200. • Johnston, B. and Webber, S. (2006). As we may think: Information Literacy as a discipline for the information age. Research strategies, 20 (3), 108-121. • Larivière, V., Sugimoto, C. and Cronin, B. (2012). A bibliometric chronicling of Library and Information Science’s first hundred years. Journal of the American Society for Information Science and Technology, 63(5), 997-1016. • Pinto, M., Escalona-Fernandez, M.I. & Pulgarin, A. (2013). Information Literacy in social sciences and health sciences: a bibliometric study (1974-2011). Scientometrics, 95, 1071-1094. https://doi.org/10.1007/s11192-012-0899-y • Salha , S (2011) The variations and the changes in the school librarians' perspectives of information literacy. PhD thesis, University of Sheffield. • Sproles, C., Detmering, R. & Johnson, A.M. (2013). Trends in the literature on library instruction and information literacy 2001-2010. Reference Services Review, 41(3), 395-412. • Trowler, P. (2014). Disciplines and interdisciplinarity: conceptual groundwork. In P. Trowler, M. Saunders & V. Bamber. (Eds.), Tribes and territories in the 21st Century: Rethinking the significance of disciplines in Higher Education.(pp.5-29). London: Routledge. • Webber, S. and Johnston, B. (2017). Information literacy: conceptions, context and the formation of a discipline. Journal of Information Literacy,11(1), 156-183 Webber, Le Deuff & Johnston, 2017

×