Conflicting approaches to user information seeking education in Scandinavian Web‐based tutorials

Sundin, Olof

doi:10.1002/meet.1450420186

Cited by 7 publications

(6 citation statements)

References 17 publications

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“…In this study we view information literacy from a perspective based in sociocultural theory, a pedagogical theory which emanates from the Russian psychologist L. S. Vygotsky (1978). This theoretical stance can be said to be a part of what Olof Sundin (2008, 27;Sundin 2005aSundin , 2005b formulates as "A new emerging framework on information literacy". According to Sundin, this framework emphasizes the social aspects of information literacy and information seeking and problematizes a view of information as a neutral entity.…”

Section: A Sociocultural Perspective On Information Literacymentioning

confidence: 99%

Information Practices in Elementary School

Lundh¹,

Limberg²

2008

Libri

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This article presents a qualitative study that examines the roles of pedagogues in elementary schools with regard to young children's information literacy. The con cept of infor ma tion literacy is seen from a sociocultural per spective, as a di mension of literacy that varies in different so cial practices. Further, from this perspective the importance of the med i ating functions of tools used in information seek ing is stressed. Data was collected from a Swedish village school from one focus group interview and two individual in ter views with different kinds of pedagogues. Problem-centred teaching was also observed in five forms with pupils aged 6-8. In the analysis an overarching divi sion or two dis courses connected to information literacy emerged. On the one hand, literacy, aesthetic activities and the reading of fi c tion were the focus and, on the other hand, there was a focus on information literacy, utilitarian in forma tion-seeking ac ti vi ties and ICTtools. It is also shown that information seek ing is given a certain meaning in prob lem-centred activities in elementary school. The authors consider that the dis courses found in the empirical material might have im pli ca tions for the concept of information lit eracy, if they are ex plored to a fuller extent.

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Section: A Sociocultural Perspective On Information Literacymentioning

confidence: 99%

Information Practices in Elementary School

Lundh¹,

Limberg²

2008

Libri

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“…Corresponding to this categorization, Kuhlthau (1987) described the evolution process in library instruction using three user education approaches: a source approach, a pathfinder approach, and a process approach. In an empirical study that analyzed web-based tutorials created for information literacy, Sundin (2005) identified four user education approaches: a source approach, a behavioral approach, a process approach, and a communication approach. The reference-tool approach (Tuckett & Stoffle, 1984) also referred to as the source approach (Khulthau,1987;Sundin, 2005) describes the characteristics and use of each information resource.…”

Section: User Education Approachesmentioning

confidence: 99%

“…In an empirical study that analyzed web-based tutorials created for information literacy, Sundin (2005) identified four user education approaches: a source approach, a behavioral approach, a process approach, and a communication approach. The reference-tool approach (Tuckett & Stoffle, 1984) also referred to as the source approach (Khulthau,1987;Sundin, 2005) describes the characteristics and use of each information resource. It emphasizes aiding users to choose the most appropriate resources in their local libraries.…”

Section: User Education Approachesmentioning

confidence: 99%

“…Both Tuckett & Stoffle (1984) and Kuhlthau (1987) advocate the latter approach grounded in human beings' high-order cognitive capabilities. Sundin's (2005) communication approach is concerned with the social and communicative aspects of information seeking. Table 1 compares Tuckett & Stoffle (1984), Kuhlthau (1987), and Sundin's (2005) approaches along with the focus of each approach.…”

Section: User Education Approachesmentioning

confidence: 99%

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Analyzing organizational schemes of information resources in library websites by user education approaches

Kim

2006

Proc of Assoc for Info

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This paper examines the organizational schemes of information resources provided in 38 academic business libraries or collections from 50 top-ranking business schools. A wide variety of schemes, ranging from a simple alphabetical list by database titles to research guides in which resources are inseparably embedded where relevant, were found to illustrate current practices in presenting information resources in the web-based environment. In addition, the paper develops a typology by which the schemes are classified and assessed by resource integration dimension, resource/user orientation dimension, and user-education approach dimension. This typology will assist in assessing existing schemes from the perspectives of both search and instruction as well as in developing new schemes.

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“…Furthermore, the article is a publication from The Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS). It is an extended and modified version of a paper presented at the ASIST Conference 2005 (Sundin, 2005a) and the study has earlier also been presented in Swedish (Sundin, 2005b). The author wishes to thank Sanna Talja and her colleagues at REGIS, University of Tampere, the anonymous referees, and Jenny Johannisson for valuable comments.…”

Section: Introductionmentioning

confidence: 99%

Negotiations on information‐seeking expertise

Sundin

2008

Journal of Documentation

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Link to publicationCitation for published version (APA): Sundin, O. (2008). Negotiations on information-seeking expertise: A study of web-based tutorials for information literacy. Journal of Documentation, 64(1), 24-44. https://doi. AbstractPurpose: To show how different approaches to information literacy, such as they are mediated through web-based tutorials, are used as tools in negotiating the information seeking expertise of university librarians.Design/methodology/approach: A textual analysis of 31 web-based Scandinavian tutorials for information literacy has been conducted. The similarities and differences identified are analysed as linguistic expressions of different approaches to information literacy. The approaches are seen as constructions based on a dialogue between the empirical data and the theoretical departure points.Findings: Four approaches to information literacy emerge in the results: a source approach, a behaviour approach, a process approach and a communication approach. The approaches entail different perspectives on information literacy. They impart diverging understandings of key concepts such as 'information', 'information seeking' and the 'user'. Originality/value:The present study supplements the information literacy research field by combining empirical findings with theoretical reflections. Practical implications:A reflective awareness of different approaches to information literacy is important for both researchers and LIS practitioners, since the approaches that come into play have practical consequences for the operation of user education.

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Conflicting approaches to user information seeking education in Scandinavian Web‐based tutorials

Cited by 7 publications

References 17 publications

Information Practices in Elementary School

Information Practices in Elementary School

Analyzing organizational schemes of information resources in library websites by user education approaches

Negotiations on information‐seeking expertise

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