Název: Prínos fenomenografických výskumov pre informačnú vedu
Variantní název:
- Contribution of phenomenographic studies to information science
Zdrojový dokument: ProInflow. 2020, roč. 12, č. 1, s. [3]-28
Rozsah
[3]-28
-
ISSN1804-2406 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/ProIn2020-1-2
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142524
Type: Článek
Jazyk
Licence: CC BY 3.0 CZ
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Účel – Cieľom príspevku je analyzovať prínosy aj obmedzenia metodológie fenomenografie, ktorá bola uplatnená v nedávnych výskumoch informačnej vedy na KKIV. Stručne sa analyzujú vybrané štúdie využívajúce fenomenografiu v informačnej vede (Limberg et al., 2012; Bruce, 2016; Andretta, 2010; Webber et al., 2005; Diem & Lupton, 2012; Virkus, Bagimbola, 2013 ai.). Dizajn/metodológia/prístup – Analyzujú sa vybrané štúdie založené na dizertačných prácach zameraných na informačnú gramotnosť (Fázik, 2019), informačnú etiku (Nováková, 2018) a projekt informačného správania vedcov (Steinerová, 2018) s uplatnením meta-analýzy. Štúdie využívajú metodológiu fenomenografických analýz kombinovaných so zberom dát prostredníctvom polo-štruktúrovaných rozhovorov, dotazníkov, písomných úloh, informačných horizontov študentov. Analýzy sa kombinujú aj s pojmovým modelovaním a vizualizáciou výsledných konceptuálnych priestorov v záverečných modeloch informačnej gramotnosti, informačnej etiky a informačného prostredia vedeckej komunikácie. Výsledky – Predstavujú sa spoločné aspekty vybraných fenomenografických štúdií, najmä vzťahy k digitálnym technológiám, emocionálne podložie, motivácie a sociálne a situačné reprezentácie. Výhodami fenomenografických analýz sú bohaté kontexty odkrývajúce príčiny problémov v oblastiach informačnej gramotnosti, informačnej etiky a informačného správania. Obmedzeniami metodológie sú náročnosť viacnásobných analýz a interpretácií získaných dát, verifikovanie výsledkov, prekonávanie subjektivity a validita výskumov. Preto sa zvyčajne vybrané metódy kombinujú s inými metódami výskumu, napríklad pozorovanie, riešenie úloh a problémov, vizualizácie reprezentácií informácií ap. Originalita – Charakterizuje sa inovatívny prístup k fenomenografickým analýzam v informačnej vede. Potvrdzujeme predstavy o sociokognitívnych, sociotechnologických a sociokultúrnych základoch využívania informácií v oblastiach informačnej gramotnosti, informačnej etiky a informačného správania. Na základe analýz sa predstavujú konceptuálne modely informačných interakcií, digitálnej gramotnosti a digitálnej etiky s aplikáciou nových poznatkov fenomengrafických štúdií. Formulujú sa odporúčania na podporu informačnej gramotnosti, informačnej etiky študentov a na formovanie informačného prostredia a informačných infraštruktúr akademických inštitúcií.
Purpose – The paper is aimed at analysis of benefits and limitations of the phenomenographic methodology which has been recently applied in information studies at the Department of LIS, Comenius University in Bratislava. We analyze briefly selected phenomenographic studies in information science. (Limberg et al., 2012; Bruce, 2016; Andretta, 2010; Webber et al., 2005; Diehm & Lupton, 2012; Virkus, Bagimbola, 2013 etc.). Design/Methodology/Approach – We apply a meta-analysis of studies based on dissertation theses focused on information literacy (Fázik, 2019), information ethics (Nováková, 2018) and the project of information behavior of researchers (Steinerová, 2019). The studies apply the phenomenographic methodology combined with data acquisition by semi-structured interviews, surveys, written tasks, information horizons of students. The analyses are combined with conceptual modeling and visualization of outcome conceptual spaces in final models of information literacy, information ethics and information environment of scholarly communication. Results – We present common aspects of the selected phenomenographic studies, namely relations to digital technologies, emotional background, motivation and social and situational representations. Benefits of the phenomenographic analyses are rich contexts discovering causes of problems in the topics of information literacy, information ethics, and information behavior. Limitations of the methodology are difficulties of multiple analyses and interpretations of the data, verification of outcomes, overcoming subjectivity with regard to validity of research. That is why the selected methods are usually related with other methods of research, e.g. observation, tasks and problem solving, visualization of information representations, etc. Originality – We characterized the innovative approach to phenomenographic analyses in information science. We confirmed the sociocognitive, sociotechnological and sociocultural background of information use regarding concepts of information literacy, information ethics and information behavior. Based on the analyses we present conceptual models of information interactions, digital literacy and digital ethics with the use of new knowledge of phenomenographic studies. We articulated recommendations for support of information literacy, information ethics of students and for information environment and information infrastructures of academic institutions.
Note
Príspevok bol vypracovaný v rámci riešenia projektu APVV 0508-15 HIBER.
Reference
[1] ACRL. 2016. Framework for Information Literacy for Higher Education. In: American Library Association. [online]. c1996-2019. Dostupné na: http://www.ala.org/acrl/standards/ilframework
[2] ANDERSSON, Ewa, K., Willman, A., Sjøstrom-Strand, A., Borglin, G. 2015. Registered Nurses' Descriptions of Caring: A Phenomenographic Interview Study. In: BioMed Central Nursing [online]. 2015, 14(16). Dostupné na: https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-015-0067-9
[3] ANDRETTA, S. 2012. Ways of Experiencing Information Literacy: Making the Case for a Relational Approach. Oxford: Chandos Publishing. ISBN 978-1-84334-680-7.
[4] ATKINSON, P. 2005. Qualitative research – unity and diversity. In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [online]. 6, (3), Art. 26. Dostupné na: http://nbn-resolving.de/urn:nbn:de:0114-fqs0503261.
[5] BAWDEN, D. 2008. Origins and Concepts of Digital Literacy. In: Lankshear, C. a M. Knobel, (eds.), Digital literacies: concepts, policies and pratices. 2006, New York: Peter Lang, 15-32.
[6] BAWDEN, D. 2014. Being Fluent and Keeping Looking. In: Kurbanoglu, S. et al., eds. Information Literacy:Lifelong Learning and Digital Citizenship in the 21st Century. Springer International Publishing, s. 13-18. ISSN 1865-0929. ISBN 978-3-319-14135-0.
[7] BOON, S., Johnston, B., & Webber, S. 2007. A phenomenographic study of English faculty's conceptions of information literacy. In: Journal of Documentation, 63(2), 204-228. | DOI 10.1108/00220410710737187
[8] BRUCE, C. S. 1997. The Seven Faces of Information Literacy. Blackwood: Auslib. ISBN 1-875-145-43-5.
[9] BRUCE, C.S., Edwards, S.L., & Lupton, M. 2006. Six Frames for Information Literacy Education. Exploring the Challenges of Applying Theory to Practice. 2006. [online]. Vol. 1, Is. 1. Dostupné na: http://www.ics.heacademy.ac.uk/italics/vol15iss1.htm
[10] BRUCE, C.S. 2013. Information Literacy Research and Practice: An Experiential Perspective. In: Kurbanoglu, S., et al. (eds). Worldwide Commonalities and Challenges in Information Literacy Research and Practice. ECIl 2013. Cham: Springer, 11-30. CCIS 397.
[11] BRUCE, C., Sommerville, M., Stoodley, I. Partridge, H. 2013. Diversifying Information Literacy Research: An Informed Learning Perspective. In: Hepworth, M., Walton, G. (eds.). Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts, 223-440. Emerald, London.
[12] BRUCE, C. 2016. Information Literacy Research: Dimensions of the Emerging Collective Consciousness. In: Australian Academic & Research Libraries, 47, č. 2, 220-238, DOI: 10.1080/00048623.2016.1253423 | DOI 10.1080/00048623.2016.1253423
[13] CASE, D. O. & L. M. Given. 2016. Looking for Information: A Survey of Research on Information Seeking, Needs, and Behavior. 4. vyd. London: Emerald. ISBN 978-1-78560-968-8.
[14] CIBANGU, S.K. & Hepworth, M. 2016. The uses of phenomenology and phenomenography: a critical review. In: Library & Information Science Research, 38, (2), 148–160. | DOI 10.1016/j.lisr.2016.05.001
[15] CHEUK, B., 2017. The "hidden" value of Information Lliteracy in the workplace context: how to unlock and create values: In: Forster, M. (ed.). Information Literacy in the Workplace. London: Facet. 2017, 131-147.
[16] CISEK, S. 2014. Qualitative Research in the Field of Information Literacy in the Second Decade of the XXI Century. In: Kurbanoglu, S. et al.(eds.). Information Literacy: Lifelong Learning and Digital Citizenship in the 21st Century. Springer International Publishing, 170-179. ISBN 978-3-319-14136-7.
[17] DIEHM, R. & Lupton, M. 2014. Learning information literacy. In: Information Research, 19(1) paper 607. Dostupné na: http://InformationR.net/ir/19-1/paper607.html
[18] DAWES, Lorna. 2019. Faculty perceptions of teaching information literacy to first-year students: a phenomenographic study. In Journal of Librarianship and Information Science, Vol. 5, (2), 545-560. | DOI 10.1177/0961000617726129
[19] EDWARDS, S. L. 2005. Panning for Gold: Influencing the experience of web-based information searching. [online][dizertačna praca]. Queensland University of Technology. Dostupné na: https://eprints.qut.edu.au/16168/1/Sylvia_Edwards_Thesis.pdf
[20] EISENBERG, Michael B., Murray, Janet & Colet Bartow., 2016. The Big6 Curriculum: Comprehensive Information and Communication Technology (ICT) Literacy for All Students. Santa Barbara: ABC-CLIO, LLC. ISBN 978-1-4408-4479-9.
[21] FÁZIK, J. 2019. Informačná gramotnosť začínajúcich študentov vysokých škôl v SR (dizertačná práca). Bratislava: UK.
[22] FLORIDI, L. 2014. The Fourth Revolution: How the Infosphere is Reshaping Human Reality. Great Britain: Oxford University Press. ISBN 978-0199606726.
[23] FORSTER, M. 2015a. Six ways of experiencing information literacy in nursing: The findings of a phenomenographic study. In: Nurse Education Today. [online]. 2014, roč. 35, č. 1, s. 195-200. Dostupné na: https://www.sciencedirect.com/science/article/pii/S0260691714002160 | DOI 10.1016/j.nedt.2014.06.005
[24] FORSTER, M. 2015b. Phenomenography: a methodology for information literacy research. In: Journal of Librarianship and Information Science. [online]. Dostupné na: http://dx.doi.org/10.12968/bjon.2011.20.3.188 | DOI 10.12968/bjon.2011.20.3.188
[25] FORSTER, M. (ed.). 2017. Information Literacy in the Workplace. London: Facet, 2017. 189 s.
[26] GIVEN, L. (ed.). 2008. The SAGE Encyclopaedia of qualitative research methods. Vol. 1, 2. Los Angeles: Sage 2008. ISBN 1412941636.
[27] GIVEN, L. M., Kelly, W. & Willson, R. 2015. Bracing for impact: the role of information science in supporting societal research impact. In: Proc. Assoc. Info. Sci. Tech., 52, 1–10. Dostupné na: DOI 10.1002/pra2.2015.145052010048 |
[28] GLASER, B.G. & Strauss, A.L. 1979. The discovery of grounded theory: strategies for qualitative research. New York: Adline de Gruyter.
[29] GREIFENEDER, E., 2014. Trends in information behaviour research. In: Information Research [online]. 2014, roč. 19, č. 4 ISSN 1368-1613. Dostupné na: http://informationr.net/ir/19-4/isic/isic13.html#.XKJlPdSLSAl
[30] GULTON, L., Bruce, Ch. & I. Stoodley. 2012. Experiencing religious information literacy: Informed learning in church communities. In: The Australian Library Journal [online]. roč. 61, č. 2, 269-285. ISSN 0004-9670. Dostupné na: https://www.tandfonline.com/doi/abs/10.1080/00049670.2012.10722681
[31] HEAD, A. J. 2014. Project Information Literacy's Lifelong Learning Study: Phase One: Interviews with Recent Graduates. Research Brief [online]. Dostupné na: https://www.projectinfolit.org/uploads/2/7/5/4/27541717/pil_phase1_trends_lll_7_2014.pdf
[32] HEPWORTH, Mark & Walton, Geoff. 2013. Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts. London: Emerald Library and Information Science. Vol. 8. 287 s.
[33] HRDINÁKOVÁ, Ľ. & Jela Steinerová. 2020. Digitálna gramotnosť. In: Steinerová, J., Ondrišová, M. (eds.). Informačná veda. Výkladový slovník. Bratislava: UK, 53-56.
[34] JOHNSTON, N. & A. M. Salaz. 2017. Using phenomenography to bridge the gap between research and practice: a meta-analysis of three phenomenographic studies. In: Information Research [online]. Roč. 22, č. 4. Dostupné na: http://informationr.net/ir/22-4/rails/rails1614.html
[35] JULIEN, H.& O'Brien, M. 2014. Information Behaviour Research: Where We Have Been, Where Are We Going? In Canadian Journal of Information and Library Science, 38(4), 239-250. | DOI 10.1353/ils.2014.0016
[36] KUHLTHAU, C. C. 1993. Seeking meaning: a process approach to library and information services. Norwood: Ablex. ISBN: 0-89391-968-3.
[37] KUHLTHAU, C. C., Maniotes, L. K. & A. K. Caspari. 2012. Guided Inquiry Design: A Framework for Inquiry in Your School. Libraries Unlimited. ISBN 978-1-61069-009-6.
[38] LIMBERG, Louise. 1999. Experiencing Information Seeking and Learning: A Study of the Interaction Between Two Phenomena. In: Information Research, [online]. 5(1). Dostupné na: http://informationr.net/ir/5-1/paper68.html
[39] LIMBERG, L. 2000. Phenomenography: A Relational Approach to Research on Information Needs, Seeking and Use. In: New Review of Information Behaviour, Roč. 1 (Dec.), 51-67. ISSN1471-6313.
[40] LIMBERG, Louise. 2005. Phenomenography. In: Theories of Information Behavior. Ed. K. Fisher, S. Erdelez, L., McKechnie. Medford: Inform. Today, 280-283.
[41] LIMBERG, L. & O. Sundin. 2006. Teaching information seeking: relating information literacy education to theories of information behaviour. In: Information Research [online]. Roč. 12, č. 1. ISSN 1368-1613. Dostupné na: http://www.informationr.net/ir/12-1/paper280.html
[42] LIMBERG, L., Sundin, O. & S. Talja. 2012. Three Theoretical Perspectives on Information Literacy. In: Human IT [online]. Roč. 11, č. 2, 93-130. ISSN 1402-151X. Dostupné na: http://etjanst.hb.se/bhs/ith/2-11/llosst.pdf
[43] LIMBERG, L. 2017. Synthesizing or diversifying library and information science. Sketching past achievements, current happenings and future prospects, with an interest in including or excluding approaches. In: Information Research, [online]. 22(1), CoLIS paper 1600. Dostupné na: http://InformationR.net/ir/22-1/colis/colis1600.html
[44] LLOYD, A. 2007. Recasting Information Literacy as Sociocultural Practice. Implications for Library and Information Researchers. Information Research [online], 2(4). Papercolis34. Dostupné na: http://InformationR.net/ir/12-4/colis34.html
[45] LLOYD, A. 2010. Information Literacy Landscape: Information literacy in education, workplace and everydaycontexts. Oxford: Chandos Publishing. ISBN 978-1-84334-507-7.
[46] LUPTON, M. 2008. Information Literacy and Learning [online] [dizertačná práca]. Queensland University of Technology. Dostupné na: https://core.ac.uk/download/pdf/10885364.pdf
[47] MARTON, F. 1981. Phenomenography – Describing conceptions of the world around us. In: Instructional Science [online]. Roč. 10, č. 2, 177-200. ISSN 0020-4277. Dostupné na: https://link.springer.com/article/10.1007/BF00132516
[48] MARTON, F. & Booth, Shirley. 1997. Learning and Awareness. Hillsdale, NJ: Lawrence Erlbaum Ass.
[49] NOVÁKOVÁ, F. 2018. Informačná etika v teórii a praxi informačných interakcií [dizertačná práca]. Bratislava: UK.
[50] PICKARD, A.J. 2013. Research Methods in Information. 2nd ed. London: Facet.
[51] SAYYAD Abdi, E. & C.S. Bruce, C. 2015. From workplace to profession: new focus for the information literacy discourse. In: Kurbanoğlu, S., et al.(eds.). Information Literacy: Moving Towards Sustainability. ECIL 2015. CCIS, vol. 552, pp. 59–69. Cham: Springer. https://doi.org/10.1007/978-3-319-28197-1 | DOI 10.1007/978-3-319-28197-1
[52] SAYYAD, Abdi,,E., Partridge, H., & Bruce, C.S. 2016. Web Designers and Developers Experience of Information Literacy: a phenomenographic study. In Library and Information Science Research, Vol. 38, (4), 353-359.
[53] SAVOLAINEN, R. 2008. Everyday information practices: a social phenomenological perspective. Lanham, MD: Scarecrow Press. ISBN 978-0-8108-6111-4.
[54] SMITH, M. & M. Hepworth. 2012. Young People: A Phenomenographic Investigation into the Ways They Experience Information. In: Libri: International Journal of Libraries and Information Studies [online]. Roč. 62, č. 2, 157-173. 1865-8423. Dostupné na: https://www.degruyter.com/view/j/libr.2012.62.issue-2/libri-2012-0012/libri-2012-0012.xml
[55] STAUDKOVÁ, P. 2016. Uplatnění fenomenografického přístupu na příkladu výzkumu využívání digitálních technologií ve vzdělávaní. In: Pedagogická orientace, roč. 26, č. 3, 442-456. | DOI 10.5817/PedOr2016-3-442
[56] STEINEROVÁ, J. 2010. Ecological dimensions of information literacy. In: Information Research, [online] vol. 15(4), paper colis719. Dostupné na http://InformationR.net/ir/15-4/colis719.html
[57] STEINEROVÁ, J. 2018. Informačné prostredie a vedecká komunikácia: Informačné ekológie. Bratislava: Univerzita Komenskeho v Bratislave. ISBN 978-80-223-4445-6. 229 s.
[58] STEINEROVÁ, Jela. 2018a. Qualitative methods in information research: A study of research creativity. Qualitative and Quantitative Methods in Libraries, [online]. Vol. 7, No. 1, 87-99. March 2018 Issue. Dostupné na: http://www.qqml-journal.net/index.php/qqml/article/view/460/453, Published: 2019-02-22. ISSN 2241-1925.
[59] STEINEROVÁ, J. 2018b. Perceptions of the information environment by researchers: a qualitative study. In Information Research, [online]. Proc. of ISIC. Vol 23, (4), paper isic1812. Dostupné na: http://www.informationr.net /ir/23-4/isic2018/isic1812.html
[60] STEINEROVÁ, J. 2013. Methodological Literacy of Doctoral Students – an Emerging Model. In: Worldwide Commonalities and Challenges in Information Literacy Research and Practice. ECIL 2013. Conference Proc. S. Kurbanoglu et al. (eds.). Cham: Springer Intern. Publ. 2013, 148-154.
[61] STEINEROVÁ, J. 2015. Kvalitatívne metódy výskumov v informačnej vede. In: ProInFlow, [online]. 2015, No. 2, 12-29. Dostupné na: http://www.proinflow.cz
[62] STEINEROVÁ, Jela. 2016. Information literacy studies and human information behaviour. In: ProInFlow. [online]. No. 2, 53-69. Dostupné na: http://www.phil.muni.cz/journals/index.php/proinflow/article/view/1531
[63] STEINEROVÁ, J. 2019. The societal impact of information behaviour research on developing models of academic information ecologies. In Information Research, [online], vol. 24, (4), paper colis1905. Proc. of CoLIS, 2019. Dostupné na://InformationR.net/ir/24-4/colis/colis1905.html
[64] STEINEROVÁ, J. 2020a. Informačné interakcie. In: Steinerová, J., Ondrišová, M. (eds.). Informačná veda. Výkladový slovník. Bratislava: UK, 138-139.
[65] STEINEROVÁ, J. 2020b. Informačná etika. In: Steinerová, J., Ondrišová, M. (eds.). Informačná veda. Výkladový slovník. Bratislava: UK, 107-109.
[66] SUNDIN, O. & Johanisson, J. 2005. Pragmatism, neopragmatism and socio-cultural theory. Communicative participation as a perspective in LIS. In: J.Documentation, Vol. 61, No.3, 23-43.
[67] SULER, J. 2004. The Online Disinhibition Effect. In: CyberPsychology and Behavior, 148. [online]. Vol. 7, (3), 321-325. Dostupné na: https://www.researchgate.net/publication/8451443_The_Online_Disinhibition_Effect
[68] VIRKUS, S. 2013. Information Literacy in Europe: Ten Years Later. In: Kurbanoglu, S. et al., (eds.). Worldwide Commonalities and Challenges in Information Literacy Research and Practice. Springer International Publishing, 250-257.
[69] VIRKUS, S.& A.A Bagimbola. 2013. Educational use of web 2.0 tools: a phenomenographical study. In Information and Society. Proc. of the DLIS. Nr. 3. Riga: DLIS 2013, 255-264.
[70] WEBBER S., Boon, S. & B. Johnston. 2005. A comparison of UK academics' conceptions of information literacy in two disciplines: English and Marketing. Library and Information Research, 29, (93), 4-15.
[71] WEBBER, S., & B. Johnston. 2013. Transforming Information Literacy for Higher Education in the 21st Century: A Lifelong Learning Approach. Chapter 2. In: Hepworth, M., Walton, G. Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts. London: Emerald, 15-30.
[72] WHITWORTH, A. 2014. Radical Information Literacy. Reclaiming the Political Heart of the IL Movement. Oxford, Chandos.
[73] YATES, C., Partridge, H. & Bruce, C.S. 2012. Exploring Information Experiences Through Phenomenography, In: Library and Information Research, [online], vol, 36 (112). Dostupné na: http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/viewFile/496/552.
[74] YATES, Ch. 2015. Exploring variation in the ways of experiencing health information literacy: A phenomenographic study. In: Library and Information Science Research [online]. Roč. 37, 220-227. ISSN 0740-8188. Dostupné na: https://www.sciencedirect.com/science/article/abs/pii/S0740818815000511
[75] WILSON, T. D. 2002. Alfred Schutz, phenomenology and research methodology for information behaviour research. In: The new review of information behaviour research [online]. Roč. 9, 71-81. ISSN 1740-7877. Dostupné na: http://www.webcitation.org/6g4zYYZNK
[2] ANDERSSON, Ewa, K., Willman, A., Sjøstrom-Strand, A., Borglin, G. 2015. Registered Nurses' Descriptions of Caring: A Phenomenographic Interview Study. In: BioMed Central Nursing [online]. 2015, 14(16). Dostupné na: https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-015-0067-9
[3] ANDRETTA, S. 2012. Ways of Experiencing Information Literacy: Making the Case for a Relational Approach. Oxford: Chandos Publishing. ISBN 978-1-84334-680-7.
[4] ATKINSON, P. 2005. Qualitative research – unity and diversity. In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [online]. 6, (3), Art. 26. Dostupné na: http://nbn-resolving.de/urn:nbn:de:0114-fqs0503261.
[5] BAWDEN, D. 2008. Origins and Concepts of Digital Literacy. In: Lankshear, C. a M. Knobel, (eds.), Digital literacies: concepts, policies and pratices. 2006, New York: Peter Lang, 15-32.
[6] BAWDEN, D. 2014. Being Fluent and Keeping Looking. In: Kurbanoglu, S. et al., eds. Information Literacy:Lifelong Learning and Digital Citizenship in the 21st Century. Springer International Publishing, s. 13-18. ISSN 1865-0929. ISBN 978-3-319-14135-0.
[7] BOON, S., Johnston, B., & Webber, S. 2007. A phenomenographic study of English faculty's conceptions of information literacy. In: Journal of Documentation, 63(2), 204-228. | DOI 10.1108/00220410710737187
[8] BRUCE, C. S. 1997. The Seven Faces of Information Literacy. Blackwood: Auslib. ISBN 1-875-145-43-5.
[9] BRUCE, C.S., Edwards, S.L., & Lupton, M. 2006. Six Frames for Information Literacy Education. Exploring the Challenges of Applying Theory to Practice. 2006. [online]. Vol. 1, Is. 1. Dostupné na: http://www.ics.heacademy.ac.uk/italics/vol15iss1.htm
[10] BRUCE, C.S. 2013. Information Literacy Research and Practice: An Experiential Perspective. In: Kurbanoglu, S., et al. (eds). Worldwide Commonalities and Challenges in Information Literacy Research and Practice. ECIl 2013. Cham: Springer, 11-30. CCIS 397.
[11] BRUCE, C., Sommerville, M., Stoodley, I. Partridge, H. 2013. Diversifying Information Literacy Research: An Informed Learning Perspective. In: Hepworth, M., Walton, G. (eds.). Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts, 223-440. Emerald, London.
[12] BRUCE, C. 2016. Information Literacy Research: Dimensions of the Emerging Collective Consciousness. In: Australian Academic & Research Libraries, 47, č. 2, 220-238, DOI: 10.1080/00048623.2016.1253423 | DOI 10.1080/00048623.2016.1253423
[13] CASE, D. O. & L. M. Given. 2016. Looking for Information: A Survey of Research on Information Seeking, Needs, and Behavior. 4. vyd. London: Emerald. ISBN 978-1-78560-968-8.
[14] CIBANGU, S.K. & Hepworth, M. 2016. The uses of phenomenology and phenomenography: a critical review. In: Library & Information Science Research, 38, (2), 148–160. | DOI 10.1016/j.lisr.2016.05.001
[15] CHEUK, B., 2017. The "hidden" value of Information Lliteracy in the workplace context: how to unlock and create values: In: Forster, M. (ed.). Information Literacy in the Workplace. London: Facet. 2017, 131-147.
[16] CISEK, S. 2014. Qualitative Research in the Field of Information Literacy in the Second Decade of the XXI Century. In: Kurbanoglu, S. et al.(eds.). Information Literacy: Lifelong Learning and Digital Citizenship in the 21st Century. Springer International Publishing, 170-179. ISBN 978-3-319-14136-7.
[17] DIEHM, R. & Lupton, M. 2014. Learning information literacy. In: Information Research, 19(1) paper 607. Dostupné na: http://InformationR.net/ir/19-1/paper607.html
[18] DAWES, Lorna. 2019. Faculty perceptions of teaching information literacy to first-year students: a phenomenographic study. In Journal of Librarianship and Information Science, Vol. 5, (2), 545-560. | DOI 10.1177/0961000617726129
[19] EDWARDS, S. L. 2005. Panning for Gold: Influencing the experience of web-based information searching. [online][dizertačna praca]. Queensland University of Technology. Dostupné na: https://eprints.qut.edu.au/16168/1/Sylvia_Edwards_Thesis.pdf
[20] EISENBERG, Michael B., Murray, Janet & Colet Bartow., 2016. The Big6 Curriculum: Comprehensive Information and Communication Technology (ICT) Literacy for All Students. Santa Barbara: ABC-CLIO, LLC. ISBN 978-1-4408-4479-9.
[21] FÁZIK, J. 2019. Informačná gramotnosť začínajúcich študentov vysokých škôl v SR (dizertačná práca). Bratislava: UK.
[22] FLORIDI, L. 2014. The Fourth Revolution: How the Infosphere is Reshaping Human Reality. Great Britain: Oxford University Press. ISBN 978-0199606726.
[23] FORSTER, M. 2015a. Six ways of experiencing information literacy in nursing: The findings of a phenomenographic study. In: Nurse Education Today. [online]. 2014, roč. 35, č. 1, s. 195-200. Dostupné na: https://www.sciencedirect.com/science/article/pii/S0260691714002160 | DOI 10.1016/j.nedt.2014.06.005
[24] FORSTER, M. 2015b. Phenomenography: a methodology for information literacy research. In: Journal of Librarianship and Information Science. [online]. Dostupné na: http://dx.doi.org/10.12968/bjon.2011.20.3.188 | DOI 10.12968/bjon.2011.20.3.188
[25] FORSTER, M. (ed.). 2017. Information Literacy in the Workplace. London: Facet, 2017. 189 s.
[26] GIVEN, L. (ed.). 2008. The SAGE Encyclopaedia of qualitative research methods. Vol. 1, 2. Los Angeles: Sage 2008. ISBN 1412941636.
[27] GIVEN, L. M., Kelly, W. & Willson, R. 2015. Bracing for impact: the role of information science in supporting societal research impact. In: Proc. Assoc. Info. Sci. Tech., 52, 1–10. Dostupné na: DOI 10.1002/pra2.2015.145052010048 |
[28] GLASER, B.G. & Strauss, A.L. 1979. The discovery of grounded theory: strategies for qualitative research. New York: Adline de Gruyter.
[29] GREIFENEDER, E., 2014. Trends in information behaviour research. In: Information Research [online]. 2014, roč. 19, č. 4 ISSN 1368-1613. Dostupné na: http://informationr.net/ir/19-4/isic/isic13.html#.XKJlPdSLSAl
[30] GULTON, L., Bruce, Ch. & I. Stoodley. 2012. Experiencing religious information literacy: Informed learning in church communities. In: The Australian Library Journal [online]. roč. 61, č. 2, 269-285. ISSN 0004-9670. Dostupné na: https://www.tandfonline.com/doi/abs/10.1080/00049670.2012.10722681
[31] HEAD, A. J. 2014. Project Information Literacy's Lifelong Learning Study: Phase One: Interviews with Recent Graduates. Research Brief [online]. Dostupné na: https://www.projectinfolit.org/uploads/2/7/5/4/27541717/pil_phase1_trends_lll_7_2014.pdf
[32] HEPWORTH, Mark & Walton, Geoff. 2013. Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts. London: Emerald Library and Information Science. Vol. 8. 287 s.
[33] HRDINÁKOVÁ, Ľ. & Jela Steinerová. 2020. Digitálna gramotnosť. In: Steinerová, J., Ondrišová, M. (eds.). Informačná veda. Výkladový slovník. Bratislava: UK, 53-56.
[34] JOHNSTON, N. & A. M. Salaz. 2017. Using phenomenography to bridge the gap between research and practice: a meta-analysis of three phenomenographic studies. In: Information Research [online]. Roč. 22, č. 4. Dostupné na: http://informationr.net/ir/22-4/rails/rails1614.html
[35] JULIEN, H.& O'Brien, M. 2014. Information Behaviour Research: Where We Have Been, Where Are We Going? In Canadian Journal of Information and Library Science, 38(4), 239-250. | DOI 10.1353/ils.2014.0016
[36] KUHLTHAU, C. C. 1993. Seeking meaning: a process approach to library and information services. Norwood: Ablex. ISBN: 0-89391-968-3.
[37] KUHLTHAU, C. C., Maniotes, L. K. & A. K. Caspari. 2012. Guided Inquiry Design: A Framework for Inquiry in Your School. Libraries Unlimited. ISBN 978-1-61069-009-6.
[38] LIMBERG, Louise. 1999. Experiencing Information Seeking and Learning: A Study of the Interaction Between Two Phenomena. In: Information Research, [online]. 5(1). Dostupné na: http://informationr.net/ir/5-1/paper68.html
[39] LIMBERG, L. 2000. Phenomenography: A Relational Approach to Research on Information Needs, Seeking and Use. In: New Review of Information Behaviour, Roč. 1 (Dec.), 51-67. ISSN1471-6313.
[40] LIMBERG, Louise. 2005. Phenomenography. In: Theories of Information Behavior. Ed. K. Fisher, S. Erdelez, L., McKechnie. Medford: Inform. Today, 280-283.
[41] LIMBERG, L. & O. Sundin. 2006. Teaching information seeking: relating information literacy education to theories of information behaviour. In: Information Research [online]. Roč. 12, č. 1. ISSN 1368-1613. Dostupné na: http://www.informationr.net/ir/12-1/paper280.html
[42] LIMBERG, L., Sundin, O. & S. Talja. 2012. Three Theoretical Perspectives on Information Literacy. In: Human IT [online]. Roč. 11, č. 2, 93-130. ISSN 1402-151X. Dostupné na: http://etjanst.hb.se/bhs/ith/2-11/llosst.pdf
[43] LIMBERG, L. 2017. Synthesizing or diversifying library and information science. Sketching past achievements, current happenings and future prospects, with an interest in including or excluding approaches. In: Information Research, [online]. 22(1), CoLIS paper 1600. Dostupné na: http://InformationR.net/ir/22-1/colis/colis1600.html
[44] LLOYD, A. 2007. Recasting Information Literacy as Sociocultural Practice. Implications for Library and Information Researchers. Information Research [online], 2(4). Papercolis34. Dostupné na: http://InformationR.net/ir/12-4/colis34.html
[45] LLOYD, A. 2010. Information Literacy Landscape: Information literacy in education, workplace and everydaycontexts. Oxford: Chandos Publishing. ISBN 978-1-84334-507-7.
[46] LUPTON, M. 2008. Information Literacy and Learning [online] [dizertačná práca]. Queensland University of Technology. Dostupné na: https://core.ac.uk/download/pdf/10885364.pdf
[47] MARTON, F. 1981. Phenomenography – Describing conceptions of the world around us. In: Instructional Science [online]. Roč. 10, č. 2, 177-200. ISSN 0020-4277. Dostupné na: https://link.springer.com/article/10.1007/BF00132516
[48] MARTON, F. & Booth, Shirley. 1997. Learning and Awareness. Hillsdale, NJ: Lawrence Erlbaum Ass.
[49] NOVÁKOVÁ, F. 2018. Informačná etika v teórii a praxi informačných interakcií [dizertačná práca]. Bratislava: UK.
[50] PICKARD, A.J. 2013. Research Methods in Information. 2nd ed. London: Facet.
[51] SAYYAD Abdi, E. & C.S. Bruce, C. 2015. From workplace to profession: new focus for the information literacy discourse. In: Kurbanoğlu, S., et al.(eds.). Information Literacy: Moving Towards Sustainability. ECIL 2015. CCIS, vol. 552, pp. 59–69. Cham: Springer. https://doi.org/10.1007/978-3-319-28197-1 | DOI 10.1007/978-3-319-28197-1
[52] SAYYAD, Abdi,,E., Partridge, H., & Bruce, C.S. 2016. Web Designers and Developers Experience of Information Literacy: a phenomenographic study. In Library and Information Science Research, Vol. 38, (4), 353-359.
[53] SAVOLAINEN, R. 2008. Everyday information practices: a social phenomenological perspective. Lanham, MD: Scarecrow Press. ISBN 978-0-8108-6111-4.
[54] SMITH, M. & M. Hepworth. 2012. Young People: A Phenomenographic Investigation into the Ways They Experience Information. In: Libri: International Journal of Libraries and Information Studies [online]. Roč. 62, č. 2, 157-173. 1865-8423. Dostupné na: https://www.degruyter.com/view/j/libr.2012.62.issue-2/libri-2012-0012/libri-2012-0012.xml
[55] STAUDKOVÁ, P. 2016. Uplatnění fenomenografického přístupu na příkladu výzkumu využívání digitálních technologií ve vzdělávaní. In: Pedagogická orientace, roč. 26, č. 3, 442-456. | DOI 10.5817/PedOr2016-3-442
[56] STEINEROVÁ, J. 2010. Ecological dimensions of information literacy. In: Information Research, [online] vol. 15(4), paper colis719. Dostupné na http://InformationR.net/ir/15-4/colis719.html
[57] STEINEROVÁ, J. 2018. Informačné prostredie a vedecká komunikácia: Informačné ekológie. Bratislava: Univerzita Komenskeho v Bratislave. ISBN 978-80-223-4445-6. 229 s.
[58] STEINEROVÁ, Jela. 2018a. Qualitative methods in information research: A study of research creativity. Qualitative and Quantitative Methods in Libraries, [online]. Vol. 7, No. 1, 87-99. March 2018 Issue. Dostupné na: http://www.qqml-journal.net/index.php/qqml/article/view/460/453, Published: 2019-02-22. ISSN 2241-1925.
[59] STEINEROVÁ, J. 2018b. Perceptions of the information environment by researchers: a qualitative study. In Information Research, [online]. Proc. of ISIC. Vol 23, (4), paper isic1812. Dostupné na: http://www.informationr.net /ir/23-4/isic2018/isic1812.html
[60] STEINEROVÁ, J. 2013. Methodological Literacy of Doctoral Students – an Emerging Model. In: Worldwide Commonalities and Challenges in Information Literacy Research and Practice. ECIL 2013. Conference Proc. S. Kurbanoglu et al. (eds.). Cham: Springer Intern. Publ. 2013, 148-154.
[61] STEINEROVÁ, J. 2015. Kvalitatívne metódy výskumov v informačnej vede. In: ProInFlow, [online]. 2015, No. 2, 12-29. Dostupné na: http://www.proinflow.cz
[62] STEINEROVÁ, Jela. 2016. Information literacy studies and human information behaviour. In: ProInFlow. [online]. No. 2, 53-69. Dostupné na: http://www.phil.muni.cz/journals/index.php/proinflow/article/view/1531
[63] STEINEROVÁ, J. 2019. The societal impact of information behaviour research on developing models of academic information ecologies. In Information Research, [online], vol. 24, (4), paper colis1905. Proc. of CoLIS, 2019. Dostupné na://InformationR.net/ir/24-4/colis/colis1905.html
[64] STEINEROVÁ, J. 2020a. Informačné interakcie. In: Steinerová, J., Ondrišová, M. (eds.). Informačná veda. Výkladový slovník. Bratislava: UK, 138-139.
[65] STEINEROVÁ, J. 2020b. Informačná etika. In: Steinerová, J., Ondrišová, M. (eds.). Informačná veda. Výkladový slovník. Bratislava: UK, 107-109.
[66] SUNDIN, O. & Johanisson, J. 2005. Pragmatism, neopragmatism and socio-cultural theory. Communicative participation as a perspective in LIS. In: J.Documentation, Vol. 61, No.3, 23-43.
[67] SULER, J. 2004. The Online Disinhibition Effect. In: CyberPsychology and Behavior, 148. [online]. Vol. 7, (3), 321-325. Dostupné na: https://www.researchgate.net/publication/8451443_The_Online_Disinhibition_Effect
[68] VIRKUS, S. 2013. Information Literacy in Europe: Ten Years Later. In: Kurbanoglu, S. et al., (eds.). Worldwide Commonalities and Challenges in Information Literacy Research and Practice. Springer International Publishing, 250-257.
[69] VIRKUS, S.& A.A Bagimbola. 2013. Educational use of web 2.0 tools: a phenomenographical study. In Information and Society. Proc. of the DLIS. Nr. 3. Riga: DLIS 2013, 255-264.
[70] WEBBER S., Boon, S. & B. Johnston. 2005. A comparison of UK academics' conceptions of information literacy in two disciplines: English and Marketing. Library and Information Research, 29, (93), 4-15.
[71] WEBBER, S., & B. Johnston. 2013. Transforming Information Literacy for Higher Education in the 21st Century: A Lifelong Learning Approach. Chapter 2. In: Hepworth, M., Walton, G. Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts. London: Emerald, 15-30.
[72] WHITWORTH, A. 2014. Radical Information Literacy. Reclaiming the Political Heart of the IL Movement. Oxford, Chandos.
[73] YATES, C., Partridge, H. & Bruce, C.S. 2012. Exploring Information Experiences Through Phenomenography, In: Library and Information Research, [online], vol, 36 (112). Dostupné na: http://www.lirgjournal.org.uk/lir/ojs/index.php/lir/article/viewFile/496/552.
[74] YATES, Ch. 2015. Exploring variation in the ways of experiencing health information literacy: A phenomenographic study. In: Library and Information Science Research [online]. Roč. 37, 220-227. ISSN 0740-8188. Dostupné na: https://www.sciencedirect.com/science/article/abs/pii/S0740818815000511
[75] WILSON, T. D. 2002. Alfred Schutz, phenomenology and research methodology for information behaviour research. In: The new review of information behaviour research [online]. Roč. 9, 71-81. ISSN 1740-7877. Dostupné na: http://www.webcitation.org/6g4zYYZNK