Main Article Content
Bruce, Edwards and Lupton (2007) define the “relational frame” of information literacy (IL) education as one within which all other frames can be integrated, from the “content” and “competency” frames which are based on objective measures, through learning-based frames which are subjective, to an intersubjective, social impact frame. Put more simply, they propose that IL education and application can and should vary in form depending on the context. Through analysis of the critical and social theory which supports Bruce et al’s ideas, and through a brief case study of a postgraduate course built from these theories, this paper proposes that the relational frame of IL can, and should, be applied to the teaching of “multiliteracies”. If relational IL education means, for example, that students should experience variation in their approach to information searching and evaluation, then this implies they must be able to understand underlying value systems which provoke such searches, like environmentalism or religion. The relational frame of IL therefore serves as a bridge between IL and multiliteracies.
How to Cite
WHITWORTH, Andrew. Teaching information literacy within a relational frame: the Media and Information Literacy course at Manchester. Journal of Information Literacy, [S.l.], v. 3, n. 2, p. 25-38, dec. 2009. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRA-V3-I2-2009-2>. Date accessed: 24 june 2021. doi: https://doi.org/10.11645/3.2.209.
Information literacy; relational frame; critical; schemes of value;
Research articles (peer-reviewed articles)
The Journal of Information Literacy ( JIL) is an open access title and authors retain copyright in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence. You are free to deposit a copy in your institutional repository but we would appreciate an acknowlegement that it was first published in the Journal of Information Literacy with a link back to the JIL site. To ensure the broadest possible audience for the Journal of Information Literacy the editorial team has set up a number of agreements which stipulate that the journal’s issues will be included on one or more subscription databases, although the articles will still be available free of charge and in full text format. If you wish to have your article excluded from these agreements please state so in the ‘Comments to Editor’ box.