Discursive formed topics in information literacy : literature
review and high school students‘ perspectives

J 2021

Discursive formed topics in information literacy : literature review and high school students‘ perspectives

ČERNÝ, Michal

Základní údaje

Originální název

Discursive formed topics in information literacy : literature review and high school students‘ perspectives

Autoři

ČERNÝ, Michal (203 Česká republika, garant, domácí)

Vydání

Problems of Education in the 21st century, 2021, 1822-7864

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Litva

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14210/21:00119852

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.33225/pec/21.79.516

UT WoS

000685100500002

Klíčová slova anglicky

focus groups; information evaluation; information literacy; media literacy; overview study

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 25. 4. 2022 08:23, Mgr. Pavlína Mazáčová, Ph.D.

Anotace

V originále

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.

Návaznosti

TL02000040, projekt VaV

Název: Platforma pro transfer znalostí: informační gramotnost pro středoškoláky v otevřeném mash-up virtuálním učebním prostředí (Akronym: TIGUP)

Investor: Technologická agentura ČR, Platforma pro transfer znalostí: informační gramotnost pro středoškoláky v otevřeném mash-up virtuálním učebním prostředí

Citovat

ČERNÝ, Michal. Discursive formed topics in information literacy : literature review and high school students‘ perspectives. Problems of Education in the 21st century. 2021, roč. 79, č. 4, s. 516-543. ISSN 1822-7864. Dostupné z: https://dx.doi.org/10.33225/pec/21.79.516.

@article{1795077,
   author = {Černý, Michal},
   article_number = {4},
   doi = {http://dx.doi.org/10.33225/pec/21.79.516},
   keywords = {focus groups; information evaluation; information literacy; media literacy; overview study},
   language = {eng},
   issn = {1822-7864},
   journal = {Problems of Education in the 21st century},
   title = {Discursive formed topics in information literacy : literature review and high school students‘ perspectives},
   url = {http://dx.doi.org/10.33225/pec/21.79.516},
   volume = {79},
   year = {2021}
}

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AU  - Černý, Michal
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TI  - Discursive formed topics in information literacy : literature review and high school students‘ perspectives
JF  - Problems of Education in the 21st century
VL  - 79
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KW  - focus groups
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KW  - information literacy
KW  - media literacy
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UR  - http://dx.doi.org/10.33225/pec/21.79.516
N2  - 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.
ER  -

ČERNÝ, Michal. Discursive formed topics in information literacy : literature review and high school students‘ perspectives. \textit{Problems of Education in the 21st century}. 2021, roč.~79, č.~4, s.~516-543. ISSN~1822-7864. Dostupné z: https://dx.doi.org/10.33225/pec/21.79.516.

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