Can Our Relationships Be Reconceptualized? Librarians, Information Literacy, and Doctoral Learners

Abstract

This article stems from two separate, yet related, studies that examined aspects of the doctoral experience across multiple disciplines and queried the contruct of information literacy, contextualized by doctoral pedagogies. The first study used mixed-methods research into information literacy and scholary communication within the processes of Australian doctoral supervision and research. The second study was a qualitive investigation of the literature review process, taken from the perspectives of American and Australian doctoral candidates, doctoral students require informationliteracy interventions. We recommend a negotiated approach of engaging in careful dialogue with students, faculty, and colleagues regarding learners' and researchers' profiles and information needs.

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