Discursive formed topics in information literacy : literature review and high school students‘ perspectives

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F21%3A00119852" target="_blank" >RIV/00216224:14210/21:00119852 - isvavai.cz</a>

Result on the web

<a href="http://dx.doi.org/10.33225/pec/21.79.516" target="_blank" >http://dx.doi.org/10.33225/pec/21.79.516</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.33225/pec/21.79.516" target="_blank" >10.33225/pec/21.79.516</a>

Result language

angličtina

Original language name

Discursive formed topics in information literacy : literature review and high school students‘ perspectives

Original language description

Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/TL02000040" target="_blank" >TL02000040: Knowledge Transfer Platform: Information Literacy for High School Students at Open Mash-up Virtual Learning Environment</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2021

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Problems of Education in the 21st century

ISSN

1822-7864

e-ISSN

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Volume of the periodical

79

Issue of the periodical within the volume

4

Country of publishing house

LT - LITHUANIA

Number of pages

28

Pages from-to

516-543

UT code for WoS article

000685100500002

EID of the result in the Scopus database

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