文章基本信息

标题：Information literacy and informed learning: conceptual innovations for IL research and practice futures.
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作者：Christine Susan Bruce ; Andrew Demasson ; Hilary Hughes 等
期刊名称：Journal of Information Literacy
印刷版ISSN：1750-5968
出版年度：2017
卷号：11
期号：1
页码：4-22
DOI：10.11645/11.1.2184
出版社：Chartered Institute of Library and Information Professionals
摘要：Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previouly published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to information literacy. In this paper, Christine Bruce introduces the background to this work and the contributing researchers. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network. The key ideas presented are: The expressive window for information literacy (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and informed systems (Mary Somerville and Anita Mirjamdotter). In each piece, authors reflect on what the idea is about, where it came from and what it might mean for research and practice.