Discursive Formed Topics in Information Literacy: Literature Review and High School Students' Perspectives

Autor/in	Cerný, Michal
Titel	Discursive Formed Topics in Information Literacy: Literature Review and High School Students' Perspectives
Quelle	In: Problems of Education in the 21st Century, 79 (2021) 4, S.516-543 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cerný, Michal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Information Literacy; High School Students; Student Attitudes; Constructivism (Learning); Teaching Methods; Educational Needs; Databases; Research Reports; Librarians; Library Role; Information Sources; Self Actualization; Discourse Analysis; Socialization; Vocational High Schools; Art Education; Institutional Characteristics; Foreign Countries; Czech Republic + Suchen Sie Ihr Suchwort? Informationskompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Educational need; Bildungsbedarf; Datenbank; Research report; Forschungsbericht; Librarian; Bibliothekar; Bibliothekarin; Information source; Informationsquelle; Self actualisation; Selbstverwirklichung; Diskursanalyse; Socialisation; Sozialisation; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Tschechische Republik
Abstract	Information literacy is a critical topic in contemporary pedagogy and information science, it is ranked among the essential competencies for the 21st century, and in recent years, it has received increasing research interest. The problem, however, is that the research is focused mainly on primary and university (college) contexts and only rarely analyses secondary school settings. This paper, therefore, focuses on a group of high school students and on whether the literature's idea of their needs corresponds to their actual needs. Based on the analysis of 32 documents indexed in the Scopus and Web of Science databases, the paper identifies seven significant discursive areas addressed in the literature, both theoretically and empirically. These are the relationship of libraries and librarians to the development of information literacy, information evaluation, the relationship of information literacy and learning competencies, connection with other competencies, emphasis on constructivist approach, the social dimension of information literacy and its possible use for self-actualization. These topics form a specific research discourse, which they set out. In the second phase of the research, focus groups (8 groups in 4 schools, 41 students) on information literacy are studied through the seven essential discourses mentioned. Although our sample lacked reflections on the relationship between the library and high school students, the remaining six fundamental discourses appeared in the testimonies of high school students (Libraries and librarians, evaluation of information, learning competencies, connection with other literacy, constructivist approach, the social dimension of information literacy, information literacy as a means of self-actualization). The findings show that the main difference between literary discourse and student responses is in the perception of libraries as centres of information literacy development and that students prefer the school or their teachers in their place. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01