the relational approach to information literacy stewart green

The Relational Approach to Information Literacy

Stewart Green

30th June, 2006 Information Literacy at UWE Workshop

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Presentation Structure

What is the relational approach? How can the relational approach inform the

teaching of information literacy? Open questions


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Sources of Information

The Seven Faces of Information Literacy, C. Bruce, Adelaide, Auslib Press, 1997

– Bruce investigates contemporary conceptions of the information literacy concept and discusses the impact each has had on ideas about how to teach and research information literacy. She goes on to present a new approach to information literacy called the relational approach, and then discusses its implications for teaching and research. The new approach is based upon an underpinning philosophical perspective called phenomenography; this focuses on all three of a subject (e.g. information user), object (e.g. information literacy) and the relationships between them

The Relational Approach: A New Model for Information Literacy, C. Bruce, The New review of Information and Library Research, 1997

– This paper provides an introduction to the relational approach to information literacy and discusses some possible implications for information literacy research


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Part 1

What is the Relational Approach


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Derivation

The relational approach is derived from phenomenography (Marton, Instructional Science, 10, 1981)

– Focuses upon relationships between subject and object– In this case between users and information literacy– Each different distinct relationship is termed a conception

Bruce identified 7 conceptions of information literacy from an empirical study of experienced users of information (HE academics)

Individuals vary in the extent to which they exhibit competence in any conception area


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Seven Conceptions of Information Literacy

The information technology conception The information sources conception The information process conception The information control conception The knowledge construction conception The knowledge extension conception The wisdom conception


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The Information Technology Conception

Information literacy is seen as using IT for information retrieval and communication

Experience of information literacy is dependent upon availability and usability of IT

IT information literacy can be experienced if one is a member of a community which supports the use of technology


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The Information Sources Conception

Information literacy is seen as finding information located in information sources

Information literacy is experienced in terms of knowledge of sources of information and an ability to assess these independently or via an intermediary


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The Information Process Conception

Information literacy is seen as executing a process IL is seen in terms of the ability to implement

information processes Information literacy people can recognise a need for

information and use the information that they access to meet the need

Needs are normally stated in terms of either problem solving or decision making


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The Information Control Conception

Information literacy is seen as controlling information Tools for control:

– Filing cabinet– Brain– Electronic databases

Information literate people are those who can use various media to bring information within their sphere of influence so that they can retrieve and manipulate it where necessary


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The Knowledge Construction Conception

Information literacy is seen as building up a personal knowledge base in a new area of interest

Focus of attention is information use Characterised by:

– Building the knowledge base– Critical analysis

The information literate person can use strategies which, when accompanied by critical analysis or reflection, allow personal perspectives to be adopted


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The Knowledge Extension Conception

Information literacy is seen as working with knowledge and personal perspectives adopted in such a way that novel insights are gained

Focus is upon information use Knowledge base enhanced by scholarship and

experience PLUS creative insight LEADS (hopefully) TO new ideas and solutions

The information literate person relies heavily upon knowledge, experience, and insight in order to use information creatively and produce new knowledge


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The Wisdom Conception

Information literacy is seen as using information wisely for the benefit of others

Focus is information use Enhanced knowledge base PLUS values

LEADS TO (hopefully) wise use of information (presumably depends upon the values and the knowledge base?)


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Part 2

How Can the Relational Approach Inform the Teaching of Information Literacy


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Learning

How is learning conceived in phenomenography?– “a change of one conception, or way of

experiencing a phenomenon, to another” (presumably more preferred way) (Dall’Alba, Phenomenographic Research, 1992)

– “information literacy education is seen as learning to conceive of effective information use, i.e. information literacy, in new and increasingly sophisticated ways” (Bruce, 7 Faces)


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Differences from the Information Skills Approach

Emphasis is on conceptions and experience not on the skills and attributes of individuals

So:– “ways of thinking about what it means to use information

effectively are more fundamental than skills and knowledge” – “students will learn skills and knowledge within a broader

framework of learning to conceive of effective use of information in different ways”

– “the information literate person is one who experiences IL in a range of ways, and is able to determine the nature of the experience it is necessary to draw upon in new situations”

(Bruce, 7 Faces)


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Learning Outcomes

The relational approach leads to two possible ways of conceiving learning outcomes– Emphasis on the conceptions– Emphasis on the range of conceptions


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Emphasis on the Conceptions

The student will be able to:– LO1: Use IT for information retrieval and

communication– LO2: Build a personal knowledge base in a new

area of interest– LO3: Work with knowledge and personal

perspectives in such a way that new insights are gained

– Etc. (Bruce, 7 Faces)


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Emphasis On The Range Of Conceptions

The student will be able to:– LO1: Conceive of information literacy in a variety of ways– LO2: Use information effectively in a range of contexts– LO3: Discern the ways of thinking about effective

information use which apply to new information problems they encounter

– LO4:Conceive of information as subjective and transformational in character

– LO5: Appreciate the socially distributed nature of information literacy

(Bruce, 7Faces)


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Teaching:

Goal: helping students to conceive of and experience information literacy in the full range of ways

Approach: – Not about transmitting and discussing information

literacy in lectures and tutorials– More about getting students to achieve insight

into their current conceptions and to experience directly other conceptions


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Teaching: Strategies

Identify how groups of students currently conceive of, or experience, information literacy

Help students to become aware of their existing repertoire of conceptions

Help students to become aware of the full range of conceptions

Help students to focus upon a few critical issues and see how they interrelate

Create learning experiences (activities) that focus students’ attention upon different ways of experiencing information literacy


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Part 3

Open Questions


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Questions on the Relational Approach

Relational Approach– How can we ensure that students learn to conceive of IL in

new ways?– How can we encourage students to focus upon information

use not IT?– How should different conceptions be valued in different

contexts?– How can less well represented conceptions be

emphasised?– How can students way of thinking about information be

influenced?

(Bruce, 7 faces)


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More Questions on the Relational Approach

Which formulation of learning outcomes is best, the conception formulation, or the range of conceptions formulation?

What nitty gritty methods (activities?) might be used to implement the teaching strategies identified earlier?


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Questions for the Skills and Relational Approaches

What are the differences, similarities and points of contact between the relational and skills approaches?

How should a chosen approach be delivered in a programme:– The whole approach in every module?– Rationally determined fragments of a whole approach in each core

module at each level E.g. level 1: information finding in some/most/all core modules vs level 3: information extension in some/most/all core modules

– Other combinations? Whatever approach, how can library and academic staff best

employ their different, but overlapping competences, to help to develop information literacy provision for students?

What kind of staff training, if any, should be introduced?

the relational approach to information literacy stewart green

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