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Context and learning: the value and limits of library‐based information literacy teaching
Author(s) -
Jason Eyre,
Hannah Spring
Publication year - 2012
Publication title -
health information and libraries journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.779
H-Index - 38
eISSN - 1471-1842
pISSN - 1471-1834
DOI - 10.1111/j.1471-1842.2012.00999.x
Subject(s) - information literacy , transferability , relevance (law) , context (archaeology) , value (mathematics) , computer science , value of information , library science , literacy , library instruction , mathematics education , sociology , pedagogy , psychology , political science , geography , artificial intelligence , machine learning , archaeology , logit , law
This month's regular feature will discuss some of the implications for library‐based information literacy teaching that have emerged from a HEA ‐funded research project conducted at D e M ontfort U niversity. It is argued that information literacy teaching as it has evolved in a university setting, while having a greater degree of relevance and value than ever before, nevertheless has inherent limits when it comes to its transferability beyond the academy and into a workplace setting. HS