Six Frames for Information literacy Education
Information literacy educators are daily challenged by an environment in which colleagues and students bring very different perspectives to curriculum design, teaching and learning, and by the need to apply theories of learning to information literacy education in coherent ways. The purpose of this paper is to propose a model, Six Frames for Information Literacy Education, as a tool for analysing, interpreting and understanding these challenges; and to explain the relational frame in more detail. In the first part of this article we provide an overview of the different ways in which teaching, learning, and information literacy may be approached. We also introduce the Six Frames for information literacy education. In the second part, we explore some challenges and techniques of applying the relational frame for IL education in more detail. Finally, we suggest some ways in which using the six frames may assist practice.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Keywords:||Information literacy education, relational model, six frames of IL education, variation theory, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000)|
|Divisions:||Past > QUT Faculties & Divisions > Faculty of Science and Technology|
|Copyright Owner:||Copyright 2006 (The authors)|
|Copyright Statement:||The contents of this journal can be freely accessed online via the journal’s web page (see link).|
|Deposited On:||14 Nov 2006|
|Last Modified:||29 Feb 2012 23:23|
Repository Staff Only: item control page