Refining the definition of information literacy: the experience of contextual knowledge creation

Forster, Marc (2015) Refining the definition of information literacy: the experience of contextual knowledge creation. Journal of Information Literacy, 9 (1). pp. 62-73. ISSN 1750-5968

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Abstract

A recently-conducted phenomenographic research study described six ways of experiencing information literacy (IL) in nursing practice. These findings and a re-interpretation of those of several other studies into IL experience, appear to show that such experience is always focused on context-specific knowledge creation. This suggests that those definitions of IL which focus on information gathering processes but not on their outcomes could be refined in a way which shows its role and value in a more explicit manner. Such a refinement might yield greater understanding and prominence for IL outside the information professions.

Item Type: Article
Subjects: Library and information sciences
Depositing User: Marc Forster
Date Deposited: 13 Nov 2015 16:22
Last Modified: 11 Jan 2016 10:35
URI: http://repository.uwl.ac.uk/id/eprint/1321

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