In the shade of the Knowledge Society and the importance of Information Literacy

Abstract

The purpose of this paper is to present and discuss the major findings of a series of empirical research projects directed to exploring the interaction between students' information seeking and use for learning assignments and their learning outcomes. We will also highlight how technology contributes to communication among students and how their social experience is shaped. The overall research interest focuses on what and how students learn through information seeking and use conducted via various paths and sources of information, including libraries. Information and communication technologies constitute artefacts of central interest in our studies. The specific situation and the context that frames students' encounters with the artefacts (the computer or the book) will, taken together with the individual student's various personal and cultural frames of reference, constitute their learning. The major theoretical framework for our studies was shaped by two theoretical perspectives on learning; firstly a socio-cultural perspective, viewing information seeking and learning as participation in a socialisation exercise set in the discursive practice of school; secondly, a phenomenographic perspective when describing different ways of either understanding information as such or information literacy education.

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