The reflective information literacy educator
The shift in perception, from librarians as providers of information to librarians as educators in the effective use of information, requires the profession to become aware of differing approaches to the development of teaching and of the professional consciousness of educators: also of the way cert...
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University of Bergen
2012-06-01
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Series: | Nordic Journal of Information Literacy in Higher Education |
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Online Access: | https://noril.uib.no/article/view/2374 |
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doaj-a22fd5eb9f624e40bf98770affe8d57b2020-11-25T00:55:53ZengUniversity of BergenNordic Journal of Information Literacy in Higher Education1890-59002012-06-014110.15845/noril.v4i1.151101The reflective information literacy educatorAndrew Whitworth0The University of ManchesterThe shift in perception, from librarians as providers of information to librarians as educators in the effective use of information, requires the profession to become aware of differing approaches to the development of teaching and of the professional consciousness of educators: also of the way certain forms of teaching and CPD are privileged over others within higher education institutions, and why. This paper reports on and synthesises a range of theoretical works in this area, to explain how becoming an effective information literacy educator requires not just an awareness of practice, but developing it, through a continous interaction between theory and practice. The librarian-as-educator must engage in professional development practices which, ultimately, require the continuous questioning of the very foundations of IL, and work actively towards raising awareness of these processes throughout their institutions.https://noril.uib.no/article/view/2374Information literacyprofessional developmentreflective practicecritical theory |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Andrew Whitworth |
spellingShingle |
Andrew Whitworth The reflective information literacy educator Nordic Journal of Information Literacy in Higher Education Information literacy professional development reflective practice critical theory |
author_facet |
Andrew Whitworth |
author_sort |
Andrew Whitworth |
title |
The reflective information literacy educator |
title_short |
The reflective information literacy educator |
title_full |
The reflective information literacy educator |
title_fullStr |
The reflective information literacy educator |
title_full_unstemmed |
The reflective information literacy educator |
title_sort |
reflective information literacy educator |
publisher |
University of Bergen |
series |
Nordic Journal of Information Literacy in Higher Education |
issn |
1890-5900 |
publishDate |
2012-06-01 |
description |
The shift in perception, from librarians as providers of information to librarians as educators in the effective use of information, requires the profession to become aware of differing approaches to the development of teaching and of the professional consciousness of educators: also of the way certain forms of teaching and CPD are privileged over others within higher education institutions, and why. This paper reports on and synthesises a range of theoretical works in this area, to explain how becoming an effective information literacy educator requires not just an awareness of practice, but developing it, through a continous interaction between theory and practice. The librarian-as-educator must engage in professional development practices which, ultimately, require the continuous questioning of the very foundations of IL, and work actively towards raising awareness of these processes throughout their institutions. |
topic |
Information literacy professional development reflective practice critical theory |
url |
https://noril.uib.no/article/view/2374 |
work_keys_str_mv |
AT andrewwhitworth thereflectiveinformationliteracyeducator AT andrewwhitworth reflectiveinformationliteracyeducator |
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