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
Additional Information: Copyright for the article content resides with the authors, and copyright for the publication layout resides with the Chartered Institute of Library and Information Professionals, Information Literacy Group. These Copyright holders have agreed that this article should be available on Open Access.
Uncontrolled Keywords: information literacy; nursing; phenomenography; evidence-based practice; knowledge; UK
Subjects: Library and information sciences
Depositing User: Marc Forster
Date Deposited: 13 Nov 2015 16:22
Last Modified: 29 Jul 2017 15:26
URI: http://repository.uwl.ac.uk/id/eprint/1321

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