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...

Full description

Bibliographic Details
Main Author: Andrew Whitworth
Format: Article
Language:English
Published: University of Bergen 2012-06-01
Series:Nordic Journal of Information Literacy in Higher Education
Subjects:
Online Access:https://noril.uib.no/article/view/2374
id doaj-a22fd5eb9f624e40bf98770affe8d57b
record_format Article
spelling 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
_version_ 1725229117264101376