By Annemaree Lloyd, Sanna Talja
This booklet showcases new interdisciplinary educational examine at the dating among details literacy and studying. It combines findings with new understandings drawn from theoretical and empirical learn carried out in fundamental and secondary colleges, larger schooling, offices, and neighborhood contexts. The experiences provide new insights into questions reminiscent of how transferable are the knowledge practices and abilities discovered in a single context to different contexts? what's the measure to which info competences are wide-spread, to what measure are they area and context particular? What are the categories of demanding situations and results that emerge from incorporating info literacy into schooling and coaching classes? And, most significantly, what sorts of theories and philosophies concerning the nature of studying, info, and information, may still info literacies schooling and examine efforts be in response to?
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Additional resources for Practising Information Literacy. Bringing Theories of Learning, Practice and Information Literacy Together
This philosophy of embedding information literacy in the curriculum belongs to the Situated window. Example 1. Resources, Environment and Society Resources, Environment and Society is a first-year interdisciplinary environmental studies course, incorporating geography and sociology. The course description states: The course will examine different ways of conceptualising the nature of resources, the environment and society. The contrasts and connections between scientific and social science theory and methods will be examined.
Wenger suggested that, within a setting, learning is produced through conceptual architectures that exist on many levels and that 'lay down the general elements of design' (Wenger 1998, p. 230) of a particular site and the preconditions that enable learning to occur. These architectures serve to engage and align members who colonize a particular space. More recently, the idea of practice architecture has been taken up by Kemmis and Grootenboer (2008) in relation to professional practice. Taking the concept a step further they suggest that Organizations, institutions and settings, and the people in them, create practice architectures, which prefigure practices, enabling and constraining particular kinds of sayings, doings, and relatings among people within them, and in relation to others outside them.
For example, a tutorial activity includes a case study where students are presented with a number of different views concerning the hunting of whales by the Japanese Makah people. Students are required to discuss the issue in the tutorial and write their personal position on the issue in their learning portfolio. The course included the three GeST windows as outlined below. Generic window Teaching and learning activities include tutorials and lectures on learning PowerPoint, oral presentation skills, critical reading and referencing, search strategies for using library databases and searching the web.