Conceptualizing students’ written assignments in the context of information literacy and Schatzki's practice theory

Abstract

Purpose -The purpose of this paper is to analyze the ways to practice the written assignment in a university setting in the context of information literacy and in perspective of Schatzki's practice theory. Design/methodology/approach -The analysis is based on both a qualitative in-depth study involving individual interviews with students from higher education and the practice theoretical perspective. Findings -By analyzing informants' negotiations of the "acceptable" way to perform the written assignment practice, a configuration of the particular practice has been made. In perspective of Schatzki's practice theory, a study into information literacy involves focussing on the changing character of the activities performing the practice in question. In this paper the changing character is analyzed by comparing the configuration of the written assignment practice with a description of the genre of scientific articles. The paper draws the conclusion that the configuration consists of both regular and irregular occurrences. Job orientation and use of social media seemed to influence the written assignment practice as it was performed by the informants. Originality/value -This paper contributes to research into information literacy in educational settings by proposing an analysis based on Schatzki's theory combined with concepts of routinization, reflexivity, and genre. 346JDOC 70,3 a constellation of activities. Therefore, information literacy unfolds and is shaped within this practice. As such this paper presents an empirical study based on a theoretical approach. Further, in perspective of Schatzki's practice theory, a study into information literacy involves focussing on the changing character of activities performing the practice in question. Therefore, in the paper, information literacy is expressed in informants' negotiations of the "acceptable" way to perform the written assignment practice. By analyzing these negotiations, it is possible to construct a configuration of the particular practice.This analysis of the written assignment practice in a university setting shows what kind of analysis Schatzki's theory enables. The analysis is based primarily on Schatzki's (

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“…Annemaree Lloyd's work on information literacy has been valued as a successful introduction of practice theory to the literature on information literacy and information behaviour (Cox, 2012, p. 185;Schreiber, 2014). Lloyd invites us to understand information literacy as a complex socio-cultural practice.…”

Analysing the experiences of casual relief teachers in Australian primary schools using practice architecture theory

“…Social theorists such as Bourdieu and Nice (1977) and Giddens (1979) have identified practice as a social phenomenon. Practice can be defined as a collective phenomenon comprising a constellation of activities and involves small actions that take place between individuals on a daily basis (Schreiber, 2014). Additionally, practice is conceptualised by Schatzki (2005) as 'a set of doings and sayings organized by a pool of understandings, a set of rules, and a teleoaffective structure' (p. 53).…”

Co-learning in a Digital Community: Information Literacy and Views on Learning in Pre-school Teacher Education

“…LIS-research on Facebook use in educational settings has focused on issues connected to information literacy and information sharing. Schreiber [31] shows how a Facebook practice can overlap the written assignment practice among university students. Hjøllund [23] demonstrates how use of Facebook among pupils in uppersecondary school can provide new opportunities to express identity and use information, but at the same time, the urge to receive satisfaction from affirmation by others on Facebook can divert attention from formal learning.…”