Högskolelärares uppfattning av informationskunnighet : En fenomenografisk studie

Abstract

Librarians are likely to have a fairly clear view of what it means to be information literate. But what about \nthe university faculty: what is their opinion on this subject? In this study seven professors at a small \nuniversity have been interviewed: three from the department of engineering science and four from the \ndepartment of nursing science. After a literature review the study's main areas of focus are presented: what \ndoes it mean to be information literate?; is there a connection between information literacy and subject \ncontent?; who is responsible for information literacy education - faculty or librarians?; should the ILeducation be separated from or integrated with other education?; do professors include information literacy \nissues when they create assignments for their students?; how great are the effects of specific IL-education?\n The qualitative study, which is based upon taped interviews, uses a scientific approach known as \nphenomenography; an approach with a particular view on learning. The study is concluded with suggestions \non how the findings could be transformed into a diagnostic questionnaire that would stimulate awareness \nand could be handed out to a larger group of faculty.

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