Conference Keynote: Information literacy research and practice: An experiential perspective

Bruce, Christine S. (2013) Conference Keynote: Information literacy research and practice: An experiential perspective. In Kurbanoğlu, S., Grassian, E., Mizrachi, D., Catts, R., Akça, S., & Spiranec, S. (Eds.) Worldwide Commonalities and Challenges in Information Literacy Research and Practice, Springer, Istanbul, Turkey, pp. 11-30.

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In this paper I will explore some experience-based perspectives on information literacy research and practice. The research based understanding of what information literacy looks like to those experiencing it, is very different from the standard interpretations of information literacy as involving largely text based information searching, interpretation, evaluation and use. It also involves particular understandings of the interrelation between information and learning experiences.

In following this thread of the history of information literacy I will reflect on aspects of the past, present and future of information literacy research. In each of these areas I explore experiential, especially phenomenographic approaches to information literacy and information literacy education, to reveal the unfolding understanding of people’s experience of information literacy stemming from this orientation.

In addressing the past I will look in particular at the contribution of the seven faces of information literacy and some lessons learned from attending to variation in experience. I will explore important directions and insights that this history may help us to retain; including the value of understanding peoples’ information literacy experience.

In addressing the present, I will introduce more recent work that adopts the key ideas of informed learning by attending to both information and learning experiences in specific contexts. I will look at some contemporary directions and key issues, including the reinvention of the phenomenographic, or relational approach to information literacy as informed learning or using information to learn.

I will also provide some examples of the contribution of experiential approaches to information literacy research and practice. The evolution and development of the phenomenographic approach to information literacy, and the growing attention to a dual focus on information and learning experiences in this approach will be highlighted. Finally, in addressing the future I will return to advocacy, the recognition and pursuit of the transforming and empowering heart of information literacy; and suggest that for information literacy research, including the experiential, a turn towards the emancipatory has much to offer.

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ID Code: 64624
Item Type: Conference Paper
Refereed: Yes
Additional Information: Proceedings subtitle: European Conference on Information Literacy, ECIL 2013 Istanbul, Turkey, October 22-25, 2013 Revised Selected Papers
Additional URLs:
Keywords: Relational approach to information literacy, Informed learning, Information experience, Information and learning, phenomenography
DOI: 10.1007/978-3-319-03919-0_2
ISBN: 9783319039183
Subjects: Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > INFORMATION SYSTEMS (080600)
Divisions: Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright 2013 Hacettepe University Department of Information Management and authors
Deposited On: 19 Nov 2013 23:03
Last Modified: 05 Jun 2015 06:56

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