2022
Searching for a Definition of Information Literacy as a Socially Cohesive Component of Community : A Complementarity of Experts and Student Approach
ČERNÝ, MichalZákladní údaje
Originální název
Searching for a Definition of Information Literacy as a Socially Cohesive Component of Community : A Complementarity of Experts and Student Approach
Autoři
ČERNÝ, Michal (203 Česká republika, garant, domácí)
Vydání
Social Sciences, Basel (Switzerland), MDPI, 2022, 2076-0760
Další údaje
Jazyk
angličtina
Typ výsledku
Článek v odborném periodiku
Obor
50301 Education, general; including training, pedagogy, didactics [and education systems]
Stát vydavatele
Švýcarsko
Utajení
není předmětem státního či obchodního tajemství
Odkazy
Impakt faktor
Impact factor: 1.700
Kód RIV
RIV/00216224:14210/22:00126994
Organizační jednotka
Filozofická fakulta
UT WoS
000965211200001
Klíčová slova anglicky
information literacy; social justice; technology; definitions literacy; discourse analytics; media literacy
Štítky
Příznaky
Mezinárodní význam, Recenzováno
Změněno: 8. 7. 2024 14:19, Mgr. Michal Petr
Anotace
V originále
Information literacy can be seen as a fundamental prerequisite for a sustainable complex information society. As a lack of information literacy, information poverty represents a significant social and educational issue. Information literacy and information poverty will be the new dividing lines of a complex world, as the “rich north and poor south” metaphor became in the 20th century. A careful study of discourses in information literacy allows for effective educational and social policies aimed at its development. The aim of this study is to present an analysis of different approaches and discourses to define the concept of information literacy based on a review of papers from Web of Science. The study identifies four important directions of definitions or new grasps of information literacy, with an emphasis on social justice, the analysis of social and technological change, and a demand for higher quality information literacy education. Based on this analysis, the discourses present in the responses of undergraduate information studies and library science students (n = 132) collected between 2019 and 2022 are studied. The qualitative study shows that these underlying discourses are present in the students’ responses but, at the same time, offer specific perspectives on their fulfilment.