Forster, Marc ORCID: https://orcid.org/0000-0002-5942-3169 (2017) The 'Workplace Experience Framework' and evidence-based Information Literacy education. In: Information Literacy in the Workplace. Facet Publishing, London, UK, pp. 149-164. ISBN 9781783301324

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Abstract

This chapter will discuss:
-A new approach to Information Literacy education for students and professionals based on detailed research into its experience in the workplace.
-How the 'relational' approach to Information Literacy education has, through research methods which yield exceptional detail, made possible the 'Workplace Experience Framework'. This is a guide to the structure, content and method of an evidence-based Information Literacy educational intervention, based on the range of themes and complexities of experience of Information Literacy in a workplace or profession.
-How that detail of experience can be applied to formulate a new means of monitoring an individual's Information Literacy development

Item Type:	Book Section
Additional Information:	This is a preprint of Chapter 11 of Chapter 11. in Forster, M. (ed.) (2017) Information Literacy in the Workplace. London: Facet, which was accepted for publication by Facet Publishing. This extract has been taken from the author’s original manuscript and has not been edited. The definitive version of this piece may can be purchased from http://www.facetpublishing.co.uk/title.php?id=301324#table-of-contents-tab. The author agrees not to update the preprint or replace it with the published version of the chapter. Our titles have wide appeal across the UK and internationally and we are keen to see our authors content translated into foreign languages and welcome requests from publishers. World rights for translation are available for many of our titles. To date our books have been translated into over 25 languages.
Subjects:	Education Library and information sciences
Depositing User:	Users 627 not found.
Date Deposited:	20 Apr 2017 08:37
Last Modified:	04 Nov 2024 12:51
URI:	https://repository.uwl.ac.uk/id/eprint/3270

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