No abstract

No abstract

No abstract

Purpose -This paper aims to examine barriers to information literacy (IL), including: language use, social structures, and the neutrality-advocacy dilemma. Design/methodology/approach -In this paper critical analysis is used to discuss: effect of language used on audience reach; cognitive locus assumptions in IL standards and oversight on structural factors; opportunities for libraries to overcome IL barriers. Arguments are substantiated with theories and research from sociology, psychology, and education. Findings -Effective diffusion of IL depends on using common language and being relevant to learners. However, knowledge differences between librarians and the public can make finding common language challenging. Additionally, by assuming information illiteracy in people, the term may convey negative-evaluation, which may negatively affect learners' sense of competence and motivation for learning, and result in ineffective learning. Extracurricular/civic activities in schools are rich settings for effective learning, but structural factors, often overlooked by proponents of IL, constrain students' opportunities for civic participation. Fortunately, the library provides a sense of relatedness to students and has the potential to support conditions for effective learning in civic contexts. Research limitations/implications -Propositions have not been empirically tested in IL contexts. Practical implications -The paper proposes ways to address barriers to information literacy and calls for empirical research. Social implications -The paper legitimizes librarians to play advocacy roles for students' civic engagement. Originality/value -No literature in information literacy examines in-depth the effects of its language choice and cognitive locus on audience reach. This paper integrates theories from sociology, psychology, and education, to argue how language choice and social structures constrain IL attainment and proposes ways to address those barriers.

With the increasing use of the Internet and social media for knowledge and social connections, we might expect that people more easily expand their opportunities for new learning through social relationships online. Yet, this mixed methods study of teens' use of technologies (e.g. YouTube and social media) in informal learning contexts reveals that, in teens' preferred learning activities, few interact with new ties outside their immediate networks (school, family, and friends). Given the value of social interaction and weak ties for learning new knowledge, this research investigates teens' use of networked technologies with people and resources outside their immediate networks. Based on 23 semi-structured interviews, we describe teens' informal learning activities and technology practices, from which we identify design opportunities. To inform these, we examine teens' paths into extended networks, including the role of digital skills, technology access, intrinsic motivation, and sense of relatedness. We find that relatedness both motivated and inhibited teens to reach beyond immediate networks into extended networks for informal learning activities.