From Information Literacy to Social Epistemology
Insights from Psychology
- 1st Edition - June 14, 2016
- Authors: Anthony Anderson, Bill Johnston
- Language: English
- Paperback ISBN:9 7 8 - 0 - 0 8 - 1 0 0 5 4 5 - 3
- eBook ISBN:9 7 8 - 0 - 0 8 - 1 0 0 5 4 8 - 4
From Information Literacy to Social Epistemology: Insights from Psychology focuses on information and the ways in which information literacy relates to critical thinking in educat… Read more
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?
- Provides a new and relevant contribution based on the authors' synthesis of a number of psychological constructs aligned to information literacy
- Addresses the issue of information literacy in the wider population by researching adult returnees to higher education and investigating their experiences in relation to prior experience
- Applies insights to recent developments on the topic, i.e. the Secker and Coonan IL curriculum, alowing an alternative disciplinary perspective and a new, research-based platform
- Develops a model based on the literature reviewed and discusses the relation of the model to the broader concept of social epistemology
Professional librarians and educators who wish to develop information literacy as part of their subject matter teaching and who wish to know more about useful pedagogical approaches
- Series Page
- Preface
- Section A. Introduction and Background
- Chapter 1. Introduction
- 1.1. The Information Culture: Information Literacy and Digital Participation
- 1.2. Information Literacy – A Key Enabler of Participation?
- 1.3. Psychology and Psychological Insights – Cognition, Metacognition and Critical Thinking
- 1.4. Conclusion and Structure of the Book
- Chapter 2. Information Literacy in Adult Returner Students: The Pre-Entry Class Case Study
- 2.1. The Background Context
- 2.2. The Study Itself
- 2.3. Summary
- 2.4. Corroborative Studies
- 2.5. Conclusions
- Chapter 1. Introduction
- Section B. Psychological Insights
- Chapter 3. Critical Thinking and Information Literacy
- 3.1. Critical Thinking
- 3.2. The Quality of Argumentative Reasoning
- 3.3. Pedagogy and Critical Thinking: Attempts to Improve the Quality of Critical Thinking via Teaching Interventions
- 3.4. Conclusions
- Chapter 4. Epistemological Thinking, Metacognition and Their Relation to Critical Thinking and Information Literacy
- 4.1. Introduction
- 4.2. The Development of Epistemological Thinking
- 4.3. Metacognition
- 4.4. Epistemic Metacognition
- 4.5. Conclusions
- Chapter 5. Student Learning and Information Literacy
- 5.1. Introduction
- 5.2. Constructivism
- 5.3. Critique of Constructivism
- 5.4. Study Skills
- 5.5. Conclusion: Implications for Information Literacy Instruction
- Chapter 3. Critical Thinking and Information Literacy
- Section C. Contributions from the Library and Information Sector
- Chapter 6. Curriculum Development and the New Curriculum for Information Literacy
- 6.1. Introduction
- 6.2. Transformational Learning
- 6.3. Curriculum Inquiry and Practice: Tools for Transformation
- 6.4. Curriculum Development
- 6.5. Information Literacy and Curriculum Development
- 6.6. New Curriculum for Information Literacy: A Helicopter View for Busy Educationalists
- 6.7. Conclusions
- Chapter 7. The ACRL (2000) Standards and the ACRL (2015) Revised Framework
- 7.1. Introduction
- 7.2. Pedagogical Changes
- 7.3. Threshold Concepts Critique
- 7.4. Pedagogical Implications
- 7.5. Definition of Information Literacy in the ACRL Framework
- 7.6. Conclusions
- Chapter 8. UNESCO Contributions to Information Literacy
- 8.1. Introduction: Education, Information, Human Rights and Social Justice
- 8.2. UNESCO Contribution 1: Proclamations
- 8.3. UNESCO Contribution 2: Information Literacy Primer (Woody Horton)
- 8.4. UNESCO Contribution 3: Media and Information Literacy (MIL)
- 8.5. UNESCO Contribution 4: Knowledge Societies (2015) Final Study
- 8.6. Conclusion
- Chapter 6. Curriculum Development and the New Curriculum for Information Literacy
- Section D. Social Epistemology
- Chapter 9. Information Literacy and Social Epistemology
- 9.1. Introduction
- 9.2. Social Epistemology
- 9.3. Pedagogy for Social Epistemology
- 9.4. Conclusions
- Chapter 9. Information Literacy and Social Epistemology
- References
- Index
- Edition: 1
- Published: June 14, 2016
- Language: English
AA
Anthony Anderson
Tony Anderson is a Senior Lecturer in the School of Psychological Sciences at the University of Strathclyde, Scotland, and a Fellow of the Higher Education Academy. He has undertaken research in a number of areas of psychology, including student learning, critical thinking, communication and human factors (including projects funded by the EU, the UK's Economic and Social Research Council, the UK’s Engineering and Physical Sciences Research Council, and bodies such as the former Scottish Council for Educational Technology and Learning and Teaching Scotland). In addition to his research activities and many publications, Tony has been an Adviser of Study, and is currently the Senior Academic Selector (i.e. admissions tutor) and the Associate Dean (Undergraduate) in the Faculty of Humanities and Social Sciences at the University of Strathclyde and therefore has extensive experience of all matters relating to student admissions, learning, progression and retention
Affiliations and expertise
Senior Lecturer, School of Psychological Sciences, University of Strathclyde, UKBJ
Bill Johnston
Bill Johnston is a retired Senior Lecturer in the Centre for Academic Practice and Learning Enhancement at the University of Strathclyde, Scotland, and a Fellow of the Higher Education Academy. He is currently an Honorary Research Fellow at the Centre for Lifelong Learning, University of Strathclyde. Bill has undertaken extensive research on curriculum development (including projects funded by the UK's Arts and Humanities Research Council and the Quality Assurance Agency, and the Australian Learning and Teaching Council). Bill has been invited keynote speaker at international conferences on the First Year Experience of Higher Education, and on Information Literacy. Since retiring, Bill has remained academically active and is currently researching the information literacy experiences of adult learners on a university pre-entry course. He is working on the development of 'Age Friendly Universities', with colleagues in Scotland, Ireland and the USA.
Affiliations and expertise
Honorary Research Fellow, Centre for Lifelong Learning, University of Strathclyde, UKRead From Information Literacy to Social Epistemology on ScienceDirect