Informationskompetens - färdighet eller insikt? En jämförelse mellan två modeller över begreppet informationskompetens
(2003)Division of ALM and Digital Cultures
- Abstract
- This Master's thesis in library and information science aims to shed light on the concept of information literacy in higher education, particularly as manifested in two dissertations on the subject. Two models of information literacy are compared: Christina Doyle's list of ten attributes for students to master and Christine Bruce's seven conceptions of information literacy. The cognitive-behaviourist tradition in Doyle's study and the alternative, phenomenographic approach in Bruce's research are compared and commented. The taxonomies and internal relationship between separate components in the two models are investigated, as well as the ways the models relate to each other. The respective views of knowledge and learning are described.... (More)
- This Master's thesis in library and information science aims to shed light on the concept of information literacy in higher education, particularly as manifested in two dissertations on the subject. Two models of information literacy are compared: Christina Doyle's list of ten attributes for students to master and Christine Bruce's seven conceptions of information literacy. The cognitive-behaviourist tradition in Doyle's study and the alternative, phenomenographic approach in Bruce's research are compared and commented. The taxonomies and internal relationship between separate components in the two models are investigated, as well as the ways the models relate to each other. The respective views of knowledge and learning are described. Affective, cognitive and constructivist aspects are discussed, as well as atomism versus a holism and control versus expansiveness. The models are seen as representing two different knowledge interest areas. The differences between the models are explained in terms of research background and motives. Doyle's list represents a practical view of information literacy, whereas a more spiritual and moral interest appears in Bruce's model. Information seeking is emphasized in both models. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/1333889
- author
- Båge, Susan and Ekelund, Lena
- supervisor
- organization
- year
- 2003
- type
- H1 - Master's Degree (One Year)
- subject
- keywords
- informationskompetens, informationssökning, lärande, Documentation, information, library science, archivistics, Arkiv- och bibliotekskunskap, dokumentation
- language
- Swedish
- id
- 1333889
- date added to LUP
- 2003-01-19 00:00:00
- date last changed
- 2014-04-11 14:17:06
@misc{1333889,
abstract = {{This Master's thesis in library and information science aims to shed light on the concept of information literacy in higher education, particularly as manifested in two dissertations on the subject. Two models of information literacy are compared: Christina Doyle's list of ten attributes for students to master and Christine Bruce's seven conceptions of information literacy. The cognitive-behaviourist tradition in Doyle's study and the alternative, phenomenographic approach in Bruce's research are compared and commented. The taxonomies and internal relationship between separate components in the two models are investigated, as well as the ways the models relate to each other. The respective views of knowledge and learning are described. Affective, cognitive and constructivist aspects are discussed, as well as atomism versus a holism and control versus expansiveness. The models are seen as representing two different knowledge interest areas. The differences between the models are explained in terms of research background and motives. Doyle's list represents a practical view of information literacy, whereas a more spiritual and moral interest appears in Bruce's model. Information seeking is emphasized in both models.}},
author = {{Båge, Susan and Ekelund, Lena}},
language = {{swe}},
note = {{Student Paper}},
title = {{Informationskompetens - färdighet eller insikt? En jämförelse mellan två modeller över begreppet informationskompetens}},
year = {{2003}},
}