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List of figures and tables
List of abbreviations
About the author
Chapter 1: Introduction: who this book is for how to use it
Background and overall aim of the research
Outline of the book
Chapter 2: The relational approach explained
The deep and surface approach to learning
The structure of awareness: internal and external horizons
The outcome space of learning
Experiential variation: fostering deep and transferable learning
The relational studies
Chapter 3: How the relational approach was employed in this research
The stages of the empirical research
Further description of specific aspects of the methodology and research methods
Chapter 4: The multiple-context relational approach generated by the empirical research
Comparing the students’ conceptualisations of academic research and information literacy
The coding framework for the final analysis
The four categories of information literacy
Transformation and transfer
Reflections on the frequency distribution of the codes
The multiple-context outcome space of information literacy
Contribution to the relational body of research
Contribution to practice
Limitations of this study
Areas for future research
Appendix A: Consent form for the Head of Department, London Metropolitan University
Appendix B: Consent form for students
Appendix C: Practical procedures of the empirical research
Appendix D: Abstract of the thesis
This book has two aims: firstly to present an investigation into information literacy by looking at how people engage with information to accomplish tasks or solve problems in personal, academic and professional contexts (also known as the relational approach). This view of information literacy illustrates a learner-centred perspective that will be of interest to educators who wish to go beyond the teaching of information skills. The second aim of this book is to illustrate how the relational approach can be used as an investigative framework. As a detailed account of a relational study, this book will appeal to researchers interested in using the relational framework to examine pedagogical experiences from the learner’s perspective.
- Offers an investigation of the relational approach to examine information literacy from the perspective of the learner and the educator within diverse pedagogical conditions, both academic and professional
- Presents concrete examples of measuring the impact of the information literacy experience through the application of newly developed information literacy practices to unknown situations (described as Transfer), or through the changes in the learner’s view of the world (described as Transformation)
- Written by an internationally known scholar and practitioner of information literacy
Researchers interested in using the relational framework to examine pedagogical experiences from the learner's perspective
- No. of pages:
- © Chandos Publishing 2012
- 6th August 2012
- Chandos Publishing
- Paperback ISBN:
- eBook ISBN:
"Not only is the approach to locating information of interest, but so also is the context of searching. Context in this instance refers to ‘personal’, ‘professional’ or ‘academic’ areas…Overall this is a solid work for those wanting a deeper understanding of the relational approach to information literacy. It is of interest to librarians and information seekers alike."--The Australian Library Journal, Vol. 62, No. 4, 2013
"A useful contribution to IL research and of value to those wishing to pursue similar research in this field."--Journal of Information Literacy
"This is a highly competent book, well written and based on meticulous research."--Library Review
Susie Andretta is based at the Department of Applied Social Sciences, London Metropolitan University. The author’s expertise in IL originates from research on the implementation of user-education programmes in combination with student-centred learning strategies.
London Metropolitan University, UK
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