Název: Information literacy studies and human information behaviour
Variantní název:
- Výskumy informačnej gramotnosti a informačné správanie človeka
Zdrojový dokument: ProInflow. 2016, roč. 8, č. 2, s. 53-69
Rozsah
53-69
-
ISSN1804-2406
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/135935
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The paper is aimed at presentation of qualitative studies of information literacy and human information behaviour with the emphasis on concepts of informed learning, information culture, information landscapes and information fluency. Results of our own studies of information behaviour of students, managers, doctoral students and researchers in Slovakia are summarized. The objectives were to identify contexts and patterns of information behaviour, information literacy, information ecology and creativity. Qualitative and combined methods of studies have been applied (interviews, modelling, information horizons). Results are represented by a model of the information ecology of academic information environment composed of semantic, cognitive, and behavioral dimensions. A model of methodological literacy of doctoral students is presented and three information use patterns (interactive, sequential, evolutionary). Relationships between creativity and information literacy are identified in a model of creative information spaces. Results of information behaviour study of researchers in Slovakia are interpreted in methodological, expertise and open science factors. The qualitative paradigm and trends of research in information literacy and information behaviour are stressed.
Cieľom príspevku je informovať o kvalitatívnych výskumoch informačnej gramotnosti a informačného správania človeka s dôrazom na koncepcie informovaného učenia, informačnej kultúry, informačnej krajiny a informačnej fluencie. V tomto kontexte sa prezentujú výsledky vlastných výskumov informačného správania študentov, manažérov, doktorandov aj vedcov v SR. Ciele výskumov boli najmä identifikovať kontexty a vzorce informačného správania, informačnej ekológie, informačnej gramotnosti a kreativity. Využili sa kvalitatívne a kombinované metódy výskumov (rozhovory, modelovanie, informačné horizonty). Výsledky reprezentuje model informačnej ekológie akademického informačného prostredia obsahujúci sémantický, kognitívny a behaviorálny rozmer. Predstavuje sa model metodologickej gramotnosti doktorandov a tri vzorce využívania informácií (interaktívny, sekvenčný, evolučný). Identifikujú sa vzťahy kreativity a informačnej gramotnosti v modeli kreatívnych informačných priestorov. Zo štúdie informačného správania vedcov v SR sa identifikujú metodologické faktory, expertné faktory aj faktory otvorenej vedy. V závere sa zdôrazňuje význam kvalitatívnej paradigmy a trendy výskumov informačnej gramotnosti a informačného správania.
eng
slo
Note
The paper was developed as part of the research project VEGA 1/0066/15 Modeling of the information environment of digital science.
The paper was presented at NASIV Visegrád-V4 information education workshop n Brno, June 7 2016.
Reference
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[3] ANDERSON, T. (2010). Kickstarting creativity: supporting the productive faces of uncertainty in information practice. Information Research, 15(4), paper colis 721 (2010). http://www.informationr.net/ir/15-4/%20colis721.html
[4] ANDERSON, T. (2012). Information Science and the 21st Century Information Practices: Creatively Engaging with Information. In: Bawden, D., Robinson, L. Introduction to Information Science. London: Facet, 275 (2012)
[5] ANDERSON, T. (2013). The 4Ps of innovation culture: conceptions of creatively engaging with information. Information Research, 18(3), paper C28 (2013). http://www.informationr.net/ir/18-3/colis/%20paperC28.html
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[8] BAWDEN, D. (2014). Being Fluent and Keeping Looking. In: Information Literacy. Lifelong Learning and Digital Citizenship in the 21st century. ECIL 2014. Ed. S. Kurbanoglu et al. Springer, Cham, 2014, 19-30.
[9] BENT, M., Stubbings, Ruth. (2011). Information Literacy models. SCONUL. Retrieved from: http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
[10] BORGMAN, Ch. L. (2015). Big Data, Little Data, No Data. Scholarship in the Networked World. MIT Press, Cambridge (2015)
[11] BRUCE, Ch. (1997). Seven Faces of Information Literacy. Blackwood: Auslib Press, Adelaide. 203 pp. ISBN 1-875-145-43-5.
[12] BRUCE, C. (2013). Information literacy research and practice: an experiential perspective. In: Kurbanoğlu, S., Grassian, E., Mizrachi, D., Catts, R., Špiranec, S. (eds.) ECIL 2013. Proceedings of the European Conference on Information Literacy (ECIL 2013. Springer, Heidelberg (2013), 11-30. CCIS 397.
[13] BRUCE, Ch. S., Somerville, M.M., Stoodely, I., Partridge, H. (2013). Diversifying Information Literacy Research: An Informed Learning Perspective. In: 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., 223-240.
[14] CASE, D. (2014). Developments and challenges for information-related research: the implications for methods and scope. Keynote paper delivered at ISIC, The Information Behaviour Conference, Leeds. In: ISIC Proceedings 2014. Leeds, Leeds Business School.
[15] CISEK, S. (2014). Qualitative Research in the Field of Information Literacy in the Second Decade of the 21st Century. In: ECIL 2014. S Kurbanoglu et al. (eds.). Cham: Springer 2014, pp. 170-179. CCIS 492.
[16] DOYLE, C (1992). Outcome Measure for Information Literacy within the National Educational Goals of 1990. Final Report to the National Forum of Information Literacy (1992). Retrieved from: http://ww.eric.ed.gov/PDFS/ED351033.pdf
[17] EISENBERG, M., Berkowitz, R. (1988). Curriculum Initiative: An Agenda and Strategy for Library Media Programs. Norwood: Ablex. 1988.
[18] EISENBERG, M., Berkowitz, B (2009). The Big6 Skills. Retrieved from: http://www.big6.com/
[19] ERDELEZ, S., Means, T. (2005). Measuring changes in information sharing among life science researchers. In Knowledge Management: Nurturing Culture, Innovation and Technology. New Jersey, World Scientific. 2005, 29-40.
[20] 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 p.
[21] KARVALICS, L.Z. (2013). From Scientific Literacy to Lifelong Research: A Social Innovation Approach. In: Worldwide Commonalities and Challenges in Information Literacy Research and Practice. ECIL 2013. Rev. Sel. Papers. Ed. S. Kurbanoglu et al. Springer, Cham: 126-133.
[22] KOLTAY, T., Špiranec, S., Karvalics, L.Z. (2016). Research 2.0 and the Future of Information Literacy. Amsterdam: Chandos, (2016)
[23] KUHLTHAU, C.C. (1993). Seeking Meaning: A process Approach to Library and Information Services. Norwood, Ablex: 1993. 199p.
[24] KUHLTHAU, C.C., Maniotes, L.K., Caspari, A.K. (2015). Guided Inquiry. Learning in the 21st Century. Sec. ed. Santa Barbara: Libraries Unlimited 2015. 254 p.
[25] LILAC: Librarians' Information Literacy Annual Conference. Retrieved from: http://www.lilacconference.com/
[26] LIMBERG, L. (1999). Experiencing information seeking and learning: a study of the interaction between two phenomena. Information Research, 5 (1), (1999) Retrieved from: http://informationr.net/ir/5-1/paper68.html
[27] LIMBERG, L. (2005). Phenomenography. In: Theories of Information Behavior. Ed. K. Fisher, S. Erdelez, L. McKechnie. Medford, Inform. Today 2005, 280-283.
[28] LIMBERG, L. (2007). Learning Assessment as Task in Information Seeking Research. Information Research 12(1), papercolis28 (2007), http://InformationR.net/ir/15-4/colis28.html
[29] LIMBERG, L. (2010). Information literacies at the intersection between information seeking and learning: contexts and values. In: CoLIS, London, June 23, 2010. Information Research 12(4), papercolis34 (2007), Retrieved from: http://www.informationr.net/ir/12-4/colis34.html
[30] LIMBERG, L. & Sundin, O. (2006). Teaching information seeking: relating information literacy education to theories of information behavior. Information Research, 12(1) paper 280. Retrieved from: http://InformationR.net/ir/12-1/paper280.html
[31] LIMBERG, L., Sundin, O. Talja, S. (2012). Three theoretical perspectives on information literacy. Human IT, 11/2, 93-130.
[32] LLOYD, A. D. (2007). Recasting Information Literacy as Sociocultural Practice: Implications for Library and Information Researchers. Information Research 12(4), papercolis34 (2007). Retrieved from: http://www.informationr.net/ir/12-4/colis34.html
[33] LLOYD. A. (2010). Information literacy landscapes: information literacy in education, workplace and everyday contexts. Oxford: Chandos.
[34] LLOYD, A.,Kennan, M.A., Thompson, K.M., Quayyum, A.(2013). Connecting with new information landscapes: information literacy practices of refugees. Journal of Documentation, Vol. 69, (1), 121 – 144. | DOI 10.1108/00220411311295351
[35] SAVOLAINEN, R. (2008). Everyday Information Practices. A Social Phenomenological Perspective. Lanham, Scarecrow Press.
[36] SONNENWALD, D.H. (2005). Information Horizons. In: Theories of Information Behavior. Medford, Inf. Today, 191-197.
[37] SHARKEY, J. (2006). Towards Information Fluency: Applying a Different Model to an Information Literacy Credit Course. Reference Services Review 34 (1), (2006). | DOI 10.1108/00907320610648770
[38] STEINEROVÁ, J. (2005). Informačné správanie: pohľady informačnej vedy. Bratislava: CVTI SR, 2005.
[39] STEINEROVÁ, J. (2006). Professional development for information literacy implementation at schools of library and information science. In: Achieving an information society and a knowledge-based economy through information literacy. Proposal for an information literacy platform and an action plan for Central and South-East European countries: Policy recommendations and practical directions. Ed. by Z. Pejova et al. Ljubljana: ICPE, 2006, 24-25.
[40] STEINEROVÁ, J., Grešková, M., Šušol, J. (2007). Prieskum relevancie informácií. Výsledky analýz rozhovorov s doktorandmi FiF UK. Bratislava: CVTI 2007. 150 p.
[41] STEINEROVÁ, J. (2010). Ecological dimensions of information literacy. Information Research, 15(4) paper colis719. Retrieved from: http://InformationR.net/ir/15-4/colis719.html
[42] 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. Ed. S. Kurbanoglu et al. Cham: Springer International 2013, 148-154.
[43] STEINEROVÁ, J. (2014). Information horizons mapping for information literacy development. In: Kurbanoğlu, S., Špiranec, S., Grassian, E., Mizrachi, D., Catts, R. (eds.). Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century. ECIL 2014. Springer, Heidelberg (2014), 70–80. CCIS, vol. 492.
[44] STEINEROVÁ, J. (2014a). Ecological information interactions for digital libraries. In: Návrat, P., Bieliková, M., Laclavík, M., Paralič, J., Steinerová, J. Cognitive Traveling in Digital Space of the Web and Digital Libraries. Yield of the Interdisciplinary Multi-Partner Project TraDiCe, STU, Bratislava (2014), pp. 158–169.
[45] STEINEROVÁ, J. (2015). Looking for Creative Information Strategies and Ecological Literacy. In: S. Kurbanoglu et al (eds). Information Literacy: Moving Toward Sustainability. ECIL 2015. Rev. Selected Papers. Cham: Springer International, 2015, CCIS 552, 3-12.
[46] STEINEROVÁ, J. (2016). Open Science and the Research Information Literacy Framework. Paper proposal for ECIL 2016 Conference. In: The Fourth European Conference on Information Literacy, Oct. 10-13, 2016. Prague, Assoc.of Libraries of Czech Universities 2016, p. 90. - Manuscript. 10 p.
[47] STEINEROVÁ, J., Grešková, M., Ilavská, J. (2010). Informačné stratégie v elektronickom prostredí. Univerzita Komenského, Bratislava (2010)
[48] STEINEROVÁ, J. et al. (2012). Informačná ekológia akademického informačného prostredia. Univerzita Komenského, Bratislava (2012)
[49] THOMPSON, G.B. & Lathey, J.W. (2013). An integrated model of information literacy, based upon domain learning. Information Research, 18(3) paperC02. Retrieved from: http://InformationR.net/ir/18-3/colis/paperC02.html
[50] WEBBER, S., Johnston, B. (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 2013, 15-30.
[51] WEBBER, S., Boon S & Johnston, B. (2005). A comparison of UK academics' conceptions of information literacy in two disciplines: English and Marketing. Library and Information Research, 29(93), 4-15.
[52] WHITWORTH, A. (2014). Radical Information Literacy. Reclaiming the Political Heart of the IL Movement. Oxford: Chandos 2014. 233 p.