Refining the definition of information literacy: the experience of contextual knowledge creation

Main Article Content

Marc Forster

Abstract

A recently-conducted phenomenographic research study described six ways of experiencing information literacy (IL) in nursing practice. These findings and a re-interpretation of those of several other studies into IL experience, appear to show that such experience is always focused on context-specific knowledge creation. This suggests that those definitions of IL which focus on information gathering processes but not on their outcomes could be refined in a way which shows its role and value in a more explicit manner. Such a refinement might yield greater understanding and prominence for IL outside the information professions.

Article Details

How to Cite
FORSTER, Marc. Refining the definition of information literacy: the experience of contextual knowledge creation. Journal of Information Literacy, [S.l.], v. 9, n. 1, p. 62-73, may 2015. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRA-V9-I1-5>. Date accessed: 18 mar. 2019. doi: https://doi.org/10.11645/9.1.1981.
Keywords
information literacy; nursing; phenomenography; evidence-based practice; knowledge; UK
Section
Peer reviewed articles