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Context and learning: the value and limits of library-based information literacy teaching
1Centre for Learning and Study Support, Library and Learning Services, De Montfort University, Leicester, LE1 9BH, UK.
Health Information and Libraries Journal
|November 27, 2012
Summary
Information literacy teaching in universities is valuable but has limits when transferring skills to the workplace. Further research is needed to bridge this gap for better career readiness.
Area of Science:
- Library and Information Science
- Higher Education Pedagogy
- Workplace Learning
Background:
- Information literacy is crucial for academic success.
- University-based information literacy programs have evolved significantly.
- The transferability of academic skills to professional environments is a key concern.
Purpose of the Study:
- To explore the implications of university-based information literacy teaching.
- To assess the limitations of academic information literacy for workplace settings.
- To inform future pedagogical approaches for enhanced skill transfer.
Main Methods:
- Analysis of findings from a HEA-funded research project.
- Qualitative assessment of information literacy teaching in a university context.
- Discussion of transferability challenges between academia and industry.
Main Results:
- Information literacy teaching in universities offers high relevance and value.
- Significant inherent limitations exist in transferring academic information literacy to the workplace.
- The current model may not fully prepare graduates for professional information environments.
Conclusions:
- University information literacy programs require adaptation for better workplace applicability.
- Bridging the gap between academic and professional information skills is essential.
- Future research should focus on developing transferable information literacy competencies.
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