Search (3 results, page 1 of 1)

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Abstract

Information literacy has been proclaimed as a foundational literacy of the twenty-first century by many researchers, library practitioners, and international agencies. However, there is still disagreement about how information literacy is conceptualized and what key elements constitute the practice. This disagreement has led to the practice/skills debate that has emerged from workplace research into information literacy. It has also led to claims that research into information literacy lacks theoretical framing from which models can be grounded. While the library and higher education sector concentrate on information skills that are claimed to be generic and transferable, there is little evidence from workplace research to suggest that this is indeed the case. In fact, the opposite appears to be true: that information literacy is enacted as a situated, collective, and embodied practice that engages people with information and knowledge about domains of action that are authorized by the discourses of the setting. Consequently the information skills and competencies that are developed reflect the discursive practices of the setting. Without information literacy, other work-related practices and performances couldn't be accomplished; however, the continued focus on skills limits our ability to understand information literacy as a socially enacted practice, one that is constructed through a range of social activities. The issue therefore is how to represent the social activities that underpin information literacy. This article conceptualizes information literacy from a workplace perspective and presents ongoing work toward a theoretical framework. It advances the view that information literacy appears to be trapped between "a rock and a hard place." The rock is the current conception of information literacy, which is unsatisfactory, because it is confined by the discursive practices of the education sector and does not account for the complex social processes that inform learning to work. The hard place is the translation of information literacy practice with an understanding of how this practice happens, that is, from the education sector into workplace performance. Drawing from empirical studies, this article will explore the current key issues related to workplace information literacy.

Type

a

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Abstract

A study of enthusiast car restorers is used to illustrate how an information practice approach can provide information science researchers with a richer, more nuanced understanding of the complex interrelationship between people, technology, and information. An ethnographic approach incorporating both semistructured interviews and in the garage ethnographic observation was employed. Analysis was undertaken using an inductive, thematic approach. The findings demonstrate that participants' information environments are rich and complex. Participants' accounts emphasized the corporeal and embodied nature of the restoration process, and this may account for why they privileged the social networks they had developed, often over many decades, over online resources and communities. The findings indicate that participants are engaged in much more than applied problem solving. What is also evident is that engagement in the social world of car restoration, and the networks of social knowledge sharing it affords, is significant for the emotional support it provides for older men who often lose these networks later in life. In a sense, the participants are not only rebuilding their cars but also their own sense of self.

Footnote

Part of a special issue for research on people's engagement with technology.

Type

a

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Abstract

Purpose The purpose of this paper is to introduce and examine algorithmic culture and consider the implications of algorithms for information literacy practice. The questions for information literacy scholars and educators are how can one understand the impact of algorithms on agency and performativity, and how can one address and plan for it in their educational and instructional practices? Design/methodology/approach In this study, algorithmic culture and implications for information literacy are conceptualised from a sociocultural perspective. Findings To understand the multiplicity and entanglement of algorithmic culture in everyday lives requires information literacy practice that encourages deeper examination of the relationship among the epistemic views, practical usages and performative consequences of algorithmic culture. Without trying to conflate the role of the information sciences, this approach opens new avenues of research, teaching and more focused attention on information literacy as a sustainable practice. Originality/value The concept of algorithmic culture is introduced and explored in relation to information literacy and its literacies.

Type

a