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From Information Literacy to Social Epistemology
Insights from Psychology
This book combines current academic, professional, and policy perspectives on information literacy with insights from cognitive psychology as well as explaining how it relates to critical thinking in education, the workplace, and in our social lives
Anthony Anderson (Author), Bill Johnston (Author)
9780081005453
Paperback / softback, published 13 June 2016
182 pages
22.9 x 15.1 x 1.3 cm, 0.21 kg
"...a highly informative read that addresses influential organizations in the field of information literacy and includes strong arguments that add psychological components to develop more theoretically and pedagogically effective ways to help individuals understand information literacy concepts and techniques." --ROLE
From Information Literacy to Social Epistemology: Insights from Psychology focuses on information and the ways in which information literacy relates to critical thinking in education, the workplace, and in our social life. The broad context for our interest is the development in internet technologies often characterised by terms like the ‘digital age’, leading to questions of digital participation, digital divides, and the role of thinking in the information society. In short, to what extent is the ‘digital age’ engendering changes in learning directed towards the better use of information, and in addition, encouraging or even requiring improvements in critical thinking?
Section A: Introduction and background Chapter 1. Introduction to the book as whole: a) a critical overview of issues and constructs, particularly the digital age, and digital participation; b) the notion of information literacy and the UNESCO human rights model; c) brief overview of epistemological development, critical thinking and metacognition and how these relate to IL and digital participation; d) summary of the structure of the book to follow. Chapter 2 Information literacy in adult returnee students Section B: Psychological and educational constructs related to information literacy Chapter 3 Epistemological development and information literacy Chapter 4 Metacognition, critical thinking and information literacy: here we consider psychological research on metacognition and critical thinking, summarise it and consider its implications for the processes involved in IL Chapter 5 Study skills, pedagogy, constructivism, transformational learning, and information literacy Section C: The contributions from librarians and library organizations; definitions, models and standards for information literacy; current developments in IL; critique and suggestions from psychology and pedagogy e.g. social constructivism as the theoretical basis for particular teaching practices, approaches; IL and lifelong learning Chapter 6 The ACRL revised standards for IL in higher education Chapter 7 Curriculum for IL. Chapter 8 UNESCO formulation of IL and the move to a Media and Information Literacy formulation; Section D From Information literacy to social epistemology Chapter 9 Synthesis and conclusions.
Subject Areas: Enterprise software [UFL], Social interaction [JFFP], Community & outreach services [GLMX], Library & information sciences [GL]
