Context and learning: the value and limits of library‐based information literacy teaching

Jason Eyre

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Library Science and Information Literacy Library Science and Information Literacy, Media, and Education

Abstract

This month's regular feature will discuss some of the implications for library-based information literacy teaching that have emerged from a HEA-funded research project conducted at De Montfort University. It is argued that information literacy teaching as it has evolved in a university setting, while having a greater degree of relevance and value than ever before, nevertheless has inherent limits when it comes to its transferability beyond the academy and into a workplace setting.

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References

1998Communities of Practice 2009In two minds: Dual processes and beyond 2004NHS and Social Care Interface: a Study of Social Workers’ Library and Information Needs 2008Evidence-Based Practice and Information Literacy in Social Work: An Assessment of Students' Reference Lists 2007Library instruction and information literacy 2006

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2015Library Awareness and Use Among Graduate Social Work Students: An Assessment and Action Research Project 2017Academic Library Instruction, Evidence-Based Practice, and Social Workers: An Exploratory Survey 2016Information Literacy in a Digital Age 2018Making information skills meaningful: a case study from occupational therapy 2020Practicing information literacy: Practicum students negotiating information practice in workplace settings 2019Research is an Activity and a Subject of Study: A Proposed Metaconcept and Its Practical Application 2018What USC Upstate Alumni Say About Information Literacy in the Workplace 2019Reddit as an Analogy for Scholarly Publishing and the Constructed, Contextual Nature of Authority

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