This book showcases new interdisciplinary academic research on the relationship between information literacy and learning. It combines findings with new understandings drawn from theoretical and empirical research conducted in primary and secondary schools, higher education, workplaces, and community contexts. The studies offer new insights into questions such as how transferable are the information practices and skills learned in one context to other contexts? What is the degree to which information competences are generic, to what degree are they domain and context specific? What are the kinds of challenges and outcomes that emerge from incorporating information literacy into education and training courses? And, most importantly, what kinds of theories and philosophies regarding the nature of learning, information, and knowledge, should information literacies education and research efforts be based on?
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observing students and the teacher in the secondary school classroom; Digital literacies as school practices; Year 12 students' use of information literacy skills: A constructivist grounded analysis. Part 3 Challenges of information literacy teaching: Generic versus discipline specific skills; Teacher trainees of the internet age- changing conceptions of information literacy instruction? Dialogic literacy
a sociocultural learning approach. Part 4 Varying contexts and conceptions of information use: On the connections between information use and learning process; Knowledge building by Australian online investors: the role of information literacy; Evidence based practice: Information professionals' experience of information literacy in the workplace. Part 5 Multicultural and gendered aspects of information literacies: Becoming a citizen
becoming information literate? Immigrants experiences about IL learning situations in Finland; Feminist perspectives of information literacy: Conceptualising a new sphere of IL research.