Questioning a Discourse of Information Literacy Practice in Web-Based Tutorials.

Abstract

In many Web-based tutorials on information seeking the two themes, written assignment and information seeking, are combined in such a way that the second theme is seen in context of the first. In the paper this combination is called a mediated discourse of information literacy practice. The question is whether the particular Web-based tutorials perform a help for student's information seeking in recurrent situations of the written assignments. Two Web-based tutorials, VIKO and UB-testen, are examined by using Schatzki's practice theory. Two empirical studies with interviews with students have been carried out, and a qualitative method called surfing conversation has been applied. The analysis indicates that there is a gap between, on the one site, the mediated discourse of information literacy practice, and the other site, the negotiations of the students concerning their social practices and the particular Web-based tutorials. Therefore, a questioning approach to the written assignment as a way to contextualize information seeking in the particular Web-based tutorials is the result of the analysis.

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