Web designers and developers experiences of information literacy: A phenomenographic study

Sayyad Abdi, Elham, Partridge, Helen L., & Bruce, Christine S. (2016) Web designers and developers experiences of information literacy: A phenomenographic study. Library and Information Science Research, 38(4), pp. 353-359.

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The qualitative research reported here identifies how web designers and developers’ experience information literacy. Using a phenomenographic approach, this cohort’s experience is presented through a map of variation, which includes four different ways of experiencing information literacy. Analysis of 23 in-depth interviews with web workers from different stages of the web design and development process suggested that they experience information literacy as staying informed, building a successful website, solving a problem or participating in a community of practice. The study advances the existing understanding of the concept of information literacy, especially in a professional context and from a relational perspective. Additionally, using the web professionals’ world as the context of the study, the research contributes to the field of website design and development by shedding light on less-researched information experiences of people involved in this industry.

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ID Code: 95921
Item Type: Journal Article
Refereed: Yes
Keywords: Information literacy, phenomenography, web professionals
DOI: 10.1016/j.lisr.2016.11.008
ISSN: 0740-8188
Subjects: Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700) > Library and Information Studies not elsewhere classified (080799)
Divisions: Current > Schools > School of Information Systems
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright 2016 Elsevier B.V.
Copyright Statement: This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
Deposited On: 02 Jun 2016 02:15
Last Modified: 14 Feb 2017 16:50

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