Information Literacy Is a Social Practice: A Threshold Concept for Academic Instruction Librarians

Autor/in	Rath, Logan
Titel	Information Literacy Is a Social Practice: A Threshold Concept for Academic Instruction Librarians
Quelle	In: Journal of Education for Library and Information Science, 64 (2023) 3, S.294-310 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
DOI	10.3138/jelis-2021-0067
Schlagwörter	Information Literacy; Fundamental Concepts; Academic Libraries; Library Instruction; Librarians; Grounded Theory; Theory Practice Relationship; Information Science Education; Librarian Attitudes + Suchen Sie Ihr Suchwort? Informationskompetenz; Grundlagenplan; Konzept; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bibliotheksverzeichnis; Librarian; Bibliothekar; Bibliothekarin; Theorie-Praxis-Beziehung; Informationstechnologische Bildung
Abstract	This article proposes that understanding information literacy as a social practice is a threshold concept for academic information literacy librarians. While the social nature of information literacy has been theorized for more than 25 years, the noted theory-to-practice gap in this area suggests a new question to be raised. This study explores how practicing academic librarians come to adopt this understanding, if at all. The article reports on the development of a grounded theory to explain the theory-to-practice gap. Participants were 17 academic instruction librarians who participated in interviews. A grounded theory approach was used to analyze the data and found that a threshold concept might explain a shift from seeing information literacy as skills-based to practice-based. Implications for LIS education include explicit discussion of this threshold concept as well as including the related concept of information landscapes in the LIS curriculum. (As Provided).
Anmerkungen	Association for Library and Information Science Education. Available from: University of Toronto Press. 5201 Dufferin Street, Toronto, ON, M3H 5T8 Canada. Tel: 416-667–7929; Fax: 416-667–7832; e-mail: journals@utpress.utoronto.ca; e-mail: office@alise.org; Web site: https://www.utpjournals.press/loi/jelis
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01