(In)formation literacy : a positivist epistemology and a politics of (out)formation

Kapitzke, Cushla (2003) (In)formation literacy : a positivist epistemology and a politics of (out)formation. Educational Theory, 53(1), pp. 37-53.

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Abstract

This article examines school libraries as a context for the emergence of digital literacies through a critical analysis of the signature discourse of library pedagogy, namely, information literacy. Using poststructuralist theory, it outlines a hyperliteracy approach and argues this would be more relevant and effective than the cognitive processing model of the modernist 'information literacy' framework.

Impact and interest:

53 citations in Scopus
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ID Code: 5876
Item Type: Journal Article
Refereed: Yes
Keywords: School libraries, Information literacy, Hyperliteracy
DOI: 10.1111/j.1741-5446.2003.00037.x
ISSN: 0013-2004
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Copyright Owner: Copyright 2003 Blackwell Publishing
Copyright Statement: The definitive version is available at www.blackwell-synergy.com
Deposited On: 18 Dec 2006 00:00
Last Modified: 29 Feb 2012 13:19

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