Mapping out Information Literacy: A Textbook Review
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| Title: | Mapping out Information Literacy: A Textbook Review |
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| Language: | English |
| Authors: | Alyssa Russo |
| Source: | Communications in Information Literacy. 2024 18(2):158-179. |
| Availability: | Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Information Literacy, Textbook Content, Textbook Evaluation, Textbook Preparation, Knowledge Economy, Information Seeking, Library Instruction, Inquiry, Information Sources, Research Skills, Information Utilization, Schemata (Cognition), Information Systems, Encyclopedias, Electronic Publishing |
| Abstract: | This narrative review examines the thematic content and evolution of information literacy textbooks published between 2005 and 2022. Analyzing sixteen textbooks, it explores two themes: the research process and conceptual foundations of information literacy. The research process theme highlights the procedural aspects of conducting library research, delineating the steps from topic selection to presentation. The conceptual foundations of IL theme reveals a discrepancy in how textbooks address the broader conceptual underpinnings of information literacy, particularly the context of a rapidly changing information society. This review highlights the focus on practical skills and the relative lack of discussions on broader contexts in which these skills are applied. The findings suggest a need for textbooks to provide a more comprehensive approach, integrating deeper conceptual understanding and critical awareness of how information systems operate within technological, societal, and political frameworks. This holistic perspective is crucial for preparing learners to navigate contemporary information challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1453798 |
| Database: | ERIC |
| Abstract: | This narrative review examines the thematic content and evolution of information literacy textbooks published between 2005 and 2022. Analyzing sixteen textbooks, it explores two themes: the research process and conceptual foundations of information literacy. The research process theme highlights the procedural aspects of conducting library research, delineating the steps from topic selection to presentation. The conceptual foundations of IL theme reveals a discrepancy in how textbooks address the broader conceptual underpinnings of information literacy, particularly the context of a rapidly changing information society. This review highlights the focus on practical skills and the relative lack of discussions on broader contexts in which these skills are applied. The findings suggest a need for textbooks to provide a more comprehensive approach, integrating deeper conceptual understanding and critical awareness of how information systems operate within technological, societal, and political frameworks. This holistic perspective is crucial for preparing learners to navigate contemporary information challenges. |
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