Detailed Information on Publication Record
2021
Discursive formed topics in information literacy : literature review and high school students‘ perspectives
ČERNÝ, MichalBasic information
Original name
Discursive formed topics in information literacy : literature review and high school students‘ perspectives
Authors
ČERNÝ, Michal (203 Czech Republic, guarantor, belonging to the institution)
Edition
Problems of Education in the 21st century, 2021, 1822-7864
Other information
Language
English
Type of outcome
Článek v odborném periodiku
Field of Study
50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher
Lithuania
Confidentiality degree
není předmětem státního či obchodního tajemství
References:
RIV identification code
RIV/00216224:14210/21:00119852
Organization unit
Faculty of Arts
UT WoS
000685100500002
Keywords in English
focus groups; information evaluation; information literacy; media literacy; overview study
Tags
Tags
International impact, Reviewed
Změněno: 25/4/2022 08:23, Mgr. Pavlína Mazáčová, Ph.D.
Abstract
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.
Links
| TL02000040, research and development project |
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