Information literacy learning as epistemological process

Abstract

Purpose – The purpose of this article is to discuss the reasons for an approach to teaching information literacy (IL) as an epistemological process of discovery, in which emphasis is shifted away from short-term mastery of library skills and re-centered on higher-order intellectual concerns. Design/methodology/approach – The study is based on evaluation of personal experience, readings within and outside the field of teaching librarianship and research into the ways students interact with information. Findings – An open approach to working with undergraduate students offers a fruitful way forward for teaching librarians and IL learners, both of whom stand constantly on the edge of an unpredictable information universe. Originality/value – Learner-oriented approaches to teaching IL are quite common, but relatively few studies have considered, in any depth, the possibility for a truly open model for IL learning that approaches the world of information as unified but not monolithic. This study draws on a variety of perspectives from outside librarianship to present a different vision for the future of information interaction and its facilitation by teaching librarians.

Personality factors and knowledge sharing behavior in information services: the mediating role of information literacy competencies

“…The results of the second hypothesis showed that the personality factors of librarians have a positive and significant impact on their information literacy competencies with a path coefficient of 0.48, which is consistent with the results of some researchers like Morgan (2014). Identifying and developing knowledge-sharing capabilities and skills of the librarians are among the most important tools in achieving strategic organizational goals because personality factors would influence the information literacy competencies.…”

“…Analyzing data concerning the third hypothesis showed that the information literacy competencies of librarians with a path coefficient of 0.47 has a positive and significant effect on their knowledge sharing behavior, which is consistent with Yen (2015). Academic libraries, as part of a parent organization, need to rethink about ways to improve services and to become learner organizations to discover how to identify and share tacit and objective knowledge.Therefore, information literacy competencies are considered an enabling skill for academic libraries through which they can improve their services and maintain their competitive ability (Morgan, 2014). Therefore, the university libraries should pay particular attention to information literacy competencies to improve knowledge sharing behavior of the librarians.…”

Epistemology of Teaching Librarians: Examining the Translation of Beliefs to Practice

“…Morgan defines epistemology as "the study of knowledge: what constitutes knowledge, how is it acquired, how is it structured socially, what might its limits be." 7 He recommends an open approach to IL instruction because of the nature of students' habits and postgraduation information access, meaning librarians should teach search skills, especially on the open web. Morgan also argues whether librarians are the best people to teach IL, positing that students usually learn better from their own instructors rather than a guest speaker.…”

“…Morgan also argues whether librarians are the best people to teach IL, positing that students usually learn better from their own instructors rather than a guest speaker. 8 Swanson writes that personal epistemology consists of two areas, the first "best represented by King and Kitchener's Reflective Judgment Model, which uses a qualitative methodology" to describe how learners approach problems to which there are multiple solutions. 9 The second area relies on quantitative methodology, pointing to Schommer-Aikins' five dimensions of knowledge: "Certainty of knowledge, structure of knowledge, source of knowledge, control of knowledge, and speed of knowledge acquisition," which occur as multiple points in development and are impacted by experience.…”

“…15 This harkens back to Morgan's posit that students may learn better from their instructor. 16 Alternatively, could teacher librarians provide more effective instruction if faculty are fully engaged in IL lesson development through collaboration and communities of practice?…”