OpenAIRE is about to release its new face with lots of new content and services.
During September, you may notice downtime in services, while some functionalities (e.g. user registration, login, validation, claiming) will be temporarily disabled.
We apologize for the inconvenience, please stay tuned!
For further information please contact helpdesk[at]openaire.eu

fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Webber, S.; Boon, S.; Johnston, B. (2005)
Publisher: CILIP, Library and Information Research Group
Languages: English
Types: Article
Subjects:

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
The authors aim to present and compare findings from\ud a phenomenographic investigation into conceptions of\ud information literacy in two populations: academics in\ud English and Marketing disciplines teaching at British\ud universities. These were chosen as examples of, respectively, soft-pure and soft-applied disciplines.We\ud begin by defining information literacy and briefly setting\ud our research in context. We explain the nature of research using the phenomenographic approach, and describe our sample and methods. We present firstly, the four qualitatively different conceptions of information literacy held by the English academics, and then the seven conceptions held by the Marketing academics. Key differences between the conceptions held in the two disciplines are discussed, in particular relating differences to characteristics of soft-pure and soft-applied disciplines. The authors conclude that\ud study of the differences between the conceptions held by the two disciplinary groups can illuminate and guide information literacy initiatives.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Ashworth, P. and Lucas, U. (2000) Achieving empathy and engagement: a practical approach to the design, conduct and reporting of phenomenographic research, Studies in Higher Education, 25(3), 295-308.
    • Becher,T. (1989) Academic tribes and territories, Milton Keynes, Society of Research into Higher Education.
    • Becher,T. and Trowler, P.R. (2001) Academic tribes and territories: intellectual enquiry and the culture of disciplines, (2nd ed.) Milton Keynes, Society of Research into Higher Education & Open University Press.
    • Bruce, C. (1997) The seven faces of information literacy, Adelaide, Auslib Press.
    • Ellis, D. and Oldman, H. (2005) The English literature researcher in the age of the internet, Journal of Information Science 31(1), 29-36.
    • Entwistle, N. and Marton, F. (1984). Changing conceptions of learning and research, in F. Marton., D.
    • Hounsell, and N. Entwistle. The experience of learning, Edinburgh, Scottish Academic Press, pp. 211-228.
    • Johnston, B. and Webber, S. (2003) Information literacy in higher education: a review and case study, Studies in Higher Education, 28(3), 335-352.
    • Johnston, B. and Webber, S. (2004) The role of LIS faculty in the information literate university: taking over the academy? New Library World, 105(1196/1197), 12-20.
    • Lupton, M. (2004), The learning connection: information literacy and the student experience, Auslib Press, Adelaide.
    • MacKenzie, A. et al. (2005) Big Blue Connect. Manchester Metropolitan University. Available at: http://www.library.
    • mmu.ac.uk/bbconnect/ [Accessed 11 September 2005] Marton, F. (1994) Phenomenography, in T. Husén and T.
    • N. Postlethwaite. (Eds) The International Encyclopedia of Education. (2nd ed).Vol. 8. Pergamon. pp. 4424 - 4429.
    • Marton, F and Booth, S. (1997) Learning and awareness, Mahwah, Lawrence Erlbaum.
    • McMahon, C. and Bruce, C. (2002) Information literacy needs of local staff in cross-cultural development projects, Journal of International Development, 14, 113-127.
    • SCONUL Task Force on Information Skills. (1999) Information Skills in Higher Education, London, Society of College, National and University Libraries.
    • Stubley, P. and Kidd,T. (2002) Questionnaire surveys to discover academic staff and library staff perceptions of a national union catalogue, Journal of Documentation, 58(6), 611-648.
    • Talja, S. and Maula, H. (2003). Reasons for the use and non-use of electronic journals and databases: a domain analytic study in four scholarly disciplines, Journal of Documentation, 59(6), pp. 673-691.
    • Trigwell, K., Prosser, M. and Taylor, P. (1994) Qualitative differences in approaches to teaching first year university science, Higher Education, 27, 75-84.
    • Urquhart, C. et al (2003) Uptake and use of electronic information services: trends in UK higher education from the JUSTEIS project, Program, 37(3), 168 - 180.
    • Webber, S. & Johnston, B. (2004). Perspectives on the Information Literate University, SCONUL Focus, 33, 33-35.
    • Available at: http://www.sconul.ac.uk/pubs_stats/newsletter/33/12.pdf [Accessed 11 September 2005]
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article

Cookies make it easier for us to provide you with our services. With the usage of our services you permit us to use cookies.
More information Ok