Loss of faith in the origins of information literacy in e-environments: Proposal of a holistic approach

Abstract

Problem statementAs information and communication technologies have become widely adopted, information literacy (IL) has become a crucial component of learning and teaching in e-environments (Andretta, 2005;Bridgland and Whitehead, 2004;Doherty et al., 1999;Hadengue, 2005;Joint, 2003;Spitzer et al., 1998). There has been a trend towards adapting IL to dynamic e-environments: environments in which the forms, content, and ways of searching, accessing, evaluating, and using information sources and services are evolving (Andretta, 2005; Bridgland AbstractThe original concept of information literacy (IL) identifies it as an enabler for lifelong learning and learning-to-learn, adaptable and transferable in any learning environment and context. However, practices of IL in electronic information and learning environments (e-environments) tend to question the origins, and workability, of IL on the grounds that the generic models of IL are inadequate for the complex and evolving context of e-environments. Conducting an analytical review of the literature on the approaches taken to adapt IL in e-environments, we discuss how a failure in understanding the dynamic context and components of e-environments and IL have resulted in the emergence of a marginalised way of viewing and practicing IL in these environments. Drawing on Nazari's (2011) contextual study of IL in an online distance learning programme, we propose a holistic way of viewing and practicing IL in EL environments which is aligned with IL origins; it enables the e-learner to conceptualise IL and customise it to their actual learning style and needs. This study can be of value to IL scholars and practitioners who are interested in the concept and practice of IL in e-environments.

Learning to teach: how a formal teaching qualification improved our practice

“…Information literacy teaching is particularly suited to effectively exploiting technology and should ideally be an integral element within an online learning environment; ‘as information and communication technologies have become widely adopted, information literacy (IL) has become a crucial component of learning and teaching in e‐environments’ . (p. 97)…”

Efficiency of e-learning in an information literacy course for medical students at the Masaryk University

“…(Pinto et al, 2010) Due to the development of information and communication technologies the libraries must adapt to the needs of their users and provide IL activities also in e-environments. (Nazari and Webber, 2012) One possible solution is to incorporate Elearning as another teaching method. However, in recent years several studies have discussed advantages and disadvantages of E-learning in Information Literacy activities.…”

The actuality of determining information need in geographic information systems and science (GIS): A context-to-concept approach

“…When seeing this complexity in the context of generic models of IL, it becomes very obvious that the typicality of university assignments assumed in these models does not address the actuality of the projects that GIS students have to deal with throughout their course of study (Nazari & Webber, 2012) and after graduation, at work (Baker & Bednarz, 2003;Environmental Systems Research Institute, 2002;Gold, 1989;Goldin & Rudahl, 1997;Kemp, 1994). This is also evident in the studies that have examined generic models of IL in GIS education (Jablonski, 2004;Massey, 2002).…”

“…Context has been highlighted as the key to the manifestation of information literacy (IL) (Dorner & Gorman, 2011;Hoyer, 2011;Leckie & Fullerton, 1999;Lloyd, 2006Lloyd, , 2007Nazari, 2011;Nazari & Webber, 2012;Webber, Boon, & Johnston, 2005;Wu & Kendall, 2006). However, methodological practices that focused more on the phenomenon and not on the context within which the phenomenon is experienced have resulted in a dearth of deep insights into the actuality of IL as practiced in real-life university programs.…”