Information literacy in LIS education: exploring the student view

Journal of Information Literacy

Charles Inskip¹ 

[1] Department of Information StudiesUniversity College London

关键词: information literacy;    LIS curriculum development;    professional frameworks;    text analysis;    academic libraries;    higher education;    UK;   

DOI  :  

学科分类：社会科学、人文和艺术（综合）

来源: Information Literacy

【 摘 要 】

Theoretical and practical principles of information literacy (IL) are generally embedded into the wider course structure of Library and Information Studies (LIS) Master’s programmes. This paper discusses the findings of a qualitative thematic content analysis of library student exam answer texts, which provide a student view of whether it would be appropriate to designate a stand-alone module specifically for the delivery of these principles. The key concepts of IL are currently found embedded within the core programme. It is suggested that the introduction of a distinct module may more appropriately reflect stakeholder requirements, including LIS students�? combined needs as producer-consumers of IL interventions in their study and practice. There is an increasing requirement for them to develop, deliver and evaluate good-practice interventions in the workplace. This work builds on existing discussions around IL as a discipline and the changing role of the librarian. The analysis is substantially informed by the participants�? views. It suggests that while embedding IL in the library school curriculum can address the consumer-IL needs of the participants as students, a more explicit focus will support development of their professional-IL needs. 

【 授权许可】

Unknown