Radical Information Literacy. Chandos Information Professional Series

  • ID: 2857163
  • Book
  • 244 Pages
  • Elsevier Science and Technology
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What would a synthetic theory of Digital, Media and Information Literacy (DMIL) look like? Radical Information Literacy presents, for the first time, a theory of DMIL that synthesises the diversity of perspectives and positions on DMIL, both in the classroom and the workplace, and within the informal learning processes of society. This title is based on original analysis of how decisions are made about the relevance of information and the other resources used in learning, showing how society has privileged objective approaches (used in rule-based decision making) to the detriment of subjective and intersubjective perspectives which promote individual and community contexts. The book goes on to analyse the academic and popular DMIL literature, showing how the field may have been, consciously or unwittingly, complicit in the 'objectification' of learning and the disempowerment of individuals and communities. Alternative ways of conceiving the subject are then presented, towards a reversal of these trends.
  • Synthesises key theorists of digital, media and information literacy and information behaviour
  • Includes the field of 'community informatics'
  • Conducts a bibliometric analysis of a broad spectrum of writings on digital, media and information literacy, analysing the connections between them and the frames of DMIL within which they are located
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  • List of tables
  • About the author
  • Introduction
  • Part 1: Deconstructing IL
    • Part 1:. Deconstructing IL
    • 1. Basic concepts and terminology
      • Abstract:
    • 2. The early days of IL
      • Abstract:
    • 3. The diversity of IL
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    • 4. The institutionalising of IL
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  • Part 2: Reconstructing IL
    • Part 2:. Reconstructing IL
    • 5. Colonising IL
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    • 6. Mikhail Bakhtin and IL
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    • 7. Practising IL
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    • 8. Reclaiming IL
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  • Bibliography
  • Index
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Whitworth, AndrewAndrew Whitworth is Senior Lecturer in the School of Education at the University of Manchester and Programme Director of the MA: Digital Technologies, Communication and Education. He has written many chapters and articles on DMIL, and was the author of Information Obesity with Chandos Publishing. He has presented the ideas surrounding A critical theory of information literacy in keynotes at various conferences including Creating Knowledge VI, Information literacy: A way of life? and the IFLA/UNESCO conference in Moscow which led to the Moscow Declaration on Media and Information Literacy. His Media and Information Literacy course at Manchester was named as an exemplar of the field by the Learning Literacies in a Digital Age project and he was also the only European winner of a Blackboard Catalyst award for his work with distance learners.
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