文章基本信息

标题：Six Frames for Information literacy Education: a conceptual framework for interpreting the relationships between theory and practice.
其他标题：Six Frames for Information literacy Education: a conceptual framework for interpreting the relationships between theory and practice.
本地全文：下载
作者：Christine Bruce ; Sylvia Edwards ; Mandy Lupton 等
期刊名称：Higher Education Pedagogies
电子版ISSN：2375-2696
出版年度：2006
卷号：5
期号：1
页码：1-18
DOI：10.11120/ital.2006.05010002
出版社：Taylor and Francis Ltd
摘要：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 paper 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 information literacy education in more detail. Finally, we suggest some ways in which using the six frames may assist practice.
关键词：Information literacy ; learning ; relational model ; six frames of information literacy education ; variation theory