A New Conception of Information Literacy for the Digital Environment in Higher Education
PDF

Keywords

information literacy
frameworks
learning theory
constructivism
learner context
student reflection
variation theory
Web 2.0 environment

How to Cite

Markless, S. (2009). A New Conception of Information Literacy for the Digital Environment in Higher Education. Nordic Journal of Information Literacy in Higher Education, 1(1). https://doi.org/10.15845/noril.v1i1.17

Abstract

This paper outlines the author’s intellectual journey towards a deeper understanding of the nature of information literacy and how IL learning can be supported. This work was stimulated by a consultancy in one UK university to recommend an appropriate IL framework for use on their VLE. The journey described here considers relevant principles of learning, the place of student reflection in IL learning, what IL in HE should encompass, the importance of context in developing IL, and the influence of the digital environment, especially Web 2.0. The main features of existing IL frameworks in HE are critiqued. A new IL framework is then offered along with a rationale for its appearance and use. The conclusion looks forward to continuing development of the ideas covered here.
https://doi.org/10.15845/noril.v1i1.17
PDF

Copyright (c) 2009 Sharon Markless

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 International License.

The copyright for articles in this journal are retained by the author(s). First publication rights are granted to the journal. By virtue of their apperance in this open access journal, articles are free to be used with proper attribution in educational and other non-commercial settings. Authors also extend to the Editors the right to redistribute their articles via other scholarly resources and bibliographic databases at their discretion. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies.

Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 Unported License.

Bergen Open Access Publishing