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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2017
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| Online Access: | https://eric.ed.gov/?id=ED596875 |
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| _version_ | 1867181370183254016 |
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| author | Sample, Angela R. |
| author_facet | Sample, Angela R. Sample, Angela R. |
| collection | Education Resources Information Center |
| contents | Information Literacy: A Critical Discourse Analysis of Definitions in Library and Information Science Undergraduate Education in the United States Sample, Angela R. Discourse Analysis Information Literacy Information Science Education Academic Libraries Librarians Standards Higher Education Professional Associations Criticism Undergraduate Students Definitions College Faculty Librarian Attitudes Teacher Attitudes Teaching Methods Skill Development Educational Practices In early 2015, the Association of College and Research Libraries (ACRL, a division of the American Library Association (ALA) released the final version of the Framework for Information Literacy for Higher Education ("Framework"). With the "Framework," the ACRL sought to conciliate and address long-standing contentions of varying conceptualizations of information literacy (IL) based on the Information Literacy Competency Standards for Higher Education ("Standards") which had been critiqued since its adoption in 2000. The purpose of this work is to explore the existence of, in the context of Library and Information Sciences (LIS) undergraduate education in the United States, differences in definitions of information literacy (IL) by academic librarians, scholars, and the ACRL. Differing definitions in LIS by these three groups hold significant importance, not the least for pedagogy, practice, and the IL skills of undergraduate students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| format | Recurso educativo Open Access |
| id | eric_ED596875 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2017 |
| record_format | eric |
| spellingShingle | Information Literacy: A Critical Discourse Analysis of Definitions in Library and Information Science Undergraduate Education in the United States Sample, Angela R. Discourse Analysis Information Literacy Information Science Education Academic Libraries Librarians Standards Higher Education Professional Associations Criticism Undergraduate Students Definitions College Faculty Librarian Attitudes Teacher Attitudes Teaching Methods Skill Development Educational Practices Information Literacy: A Critical Discourse Analysis of Definitions in Library and Information Science Undergraduate Education in the United States Sample, Angela R. Discourse Analysis Information Literacy Information Science Education Academic Libraries Librarians Standards Higher Education Professional Associations Criticism Undergraduate Students Definitions College Faculty Librarian Attitudes Teacher Attitudes Teaching Methods Skill Development Educational Practices In early 2015, the Association of College and Research Libraries (ACRL, a division of the American Library Association (ALA) released the final version of the Framework for Information Literacy for Higher Education ("Framework"). With the "Framework," the ACRL sought to conciliate and address long-standing contentions of varying conceptualizations of information literacy (IL) based on the Information Literacy Competency Standards for Higher Education ("Standards") which had been critiqued since its adoption in 2000. The purpose of this work is to explore the existence of, in the context of Library and Information Sciences (LIS) undergraduate education in the United States, differences in definitions of information literacy (IL) by academic librarians, scholars, and the ACRL. Differing definitions in LIS by these three groups hold significant importance, not the least for pedagogy, practice, and the IL skills of undergraduate students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| title | Information Literacy: A Critical Discourse Analysis of Definitions in Library and Information Science Undergraduate Education in the United States |
| topic | Discourse Analysis Information Literacy Information Science Education Academic Libraries Librarians Standards Higher Education Professional Associations Criticism Undergraduate Students Definitions College Faculty Librarian Attitudes Teacher Attitudes Teaching Methods Skill Development Educational Practices |
| url | https://eric.ed.gov/?id=ED596875 |