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Conceptions and practice of information literacy in academic libraries
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
Conceptions and practice of information literacy in academic libraries
SubTitle
espoused theories and theories-in-use
Identifier
ETD_2654
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.000053129
Language
LanguageTerm
(authority = ISO639-2);
(type = code)
eng
Genre
(authority = marcgt)
theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
Communication, Information and Library Studies
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Information literacy
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Academic libraries
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
Organizational sociology
Abstract
(type = abstract)
This research was conducted to investigate the relationships between conceptions and practice of information literacy in academic libraries. To create a structure for the investigation, the research adopted the framework of Argyris and Schön(1974) in which professional practice is examined via theories of action, namely espoused theories and theories-in-use. Espoused theories were examined by investigating understandings and beliefs of information literacy and learning as seen in a range of policy documents including mission and goal statements of eleven academic libraries as well as those of their parent universities. These libraries were recognized by the academic library community for exemplary instruction resources. Theories-in-use were identified by analyzing information literacy practice via online tutorials utilized by these libraries in instruction initiatives. These documents and representations of practice were augmented by semi-structured interviews conducted with practitioners of information literacy education in these libraries. A constant comparison approach (Strauss & Corbin, 1998) was used to develop broad themes, subcategories and statements of claims from these multiple data sources. Meta-claims developed provided rich descriptions towards a comprehensive, holistic picture of information literacy education. The research findings establish that information literacy education in the selected academic libraries is multi-dimensional, complex, and contradictory. The analysis revealed 1) explicit espoused theories of information literacy which coalesce around themes of knowledge creation and lifelong learning; 2) varied, less explicit and sometimes conflicting theories-in-use which emphasize engagement with information sources; 3) ad hoc levels of congruence in the relationships between espoused theories and theories-in-use as indicated by the few successful attempts to realize goals and outcomes in instruction initiatives; 4) major contradictions and incongruence in the relationships between the espoused theories and theories-in-use as indicated by significant gaps in addressing goals and missions; 5) enablers and barriers to achieving effective practice; 6) emergent trends in information literacy practice. Implications for practice include issues of pedagogy and instruction design towards consistency and congruence. The study suggests areas for future research. The research process is presented as a model and tool for evaluating varied dimensions of information literacy practice including multiple online resources and classroom initiatives
PhysicalDescription
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electronic resource
Extent
xv, 372 p. : ill.
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Note
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Ph.D.
Note
Includes abstract
Note
Vita
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Paulette A. Kerr
Name
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(type = family)
Kerr
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Paulette A.
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1958-
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author
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Paulette Kerr
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Todd
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Ross J.
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chair
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Ross J. Todd
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Varlejs
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Jana
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internal member
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Advisory Committee
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Jana Varlejs
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Gordon
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Carol
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Carol Gordon
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GOODIN
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M Elspeth
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Advisory Committee
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M Elspeth GOODIN
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Rutgers University
Role
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degree grantor
Name
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Graduate School - New Brunswick
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school
OriginInfo
DateCreated
(qualifier = exact)
2010
DateOther
(qualifier = exact);
(type = degree)
2010
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
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(type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
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rucore19991600001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/T31J99TT
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder
(ID = PRH-1);
(type = personal)
Name
FamilyName
Kerr
GivenName
Paulette
Role
Copyright Holder
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(ID = RE-1);
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Type
Permission or license
DateTime
2010-04-19 10:33:03
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Role
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Name
Paulette Kerr
Affiliation
Rutgers University. Graduate School - New Brunswick
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
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ETD
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application/pdf
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3696640
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