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11 - The ‘Workplace Experience Framework’ and evidence-based Information Literacy education

Published online by Cambridge University Press:  08 June 2018

Marc Forster
Affiliation:
University of West London
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Summary

This chapter will discuss:

  • • a new approach to IL education for students and professionals based on detailed research into its experience in the workplace.

  • • how the ‘relational’ approach to IL education has, through research methods which yield exceptional detail, made possible the ‘Workplace Experience Framework’. This is a guide to the structure, content and method of an evidence-based IL educational intervention, based on the range of themes and complexities of experience of IL in a workplace or profession.

  • • how that detail of experience can be applied to formulate a new means of monitoring an individual's IL development.

  • Please note: It is strongly advised that you read Chapter 2 before reading this chapter, as many of the research findings and ideas used below are introduced there and often discussed in more detail.

    Introduction

    In order that a professional can begin a career in the workplace using information effectively, in the context of the knowledge development and learning required for individual, team and organizational functionality, part of professional education should involve IL education of the kind appropriate for that workplace. In Chapter 8, page 111, Annemaree Lloyd suggests that students’ IL development requires a transition from an academic or ‘preparatory’ setting to a workplace one:

    Librarians are placed in unique positions to mediate the educational and discipline/workplace landscapes in order to identify knowledge, competencies and skills that students will require while studying and when in transition to the workplace.

    This chapter attempts to show one way in which workplace IL education might be based on detailed experiences of IL in the workplace, so that students are inducted into information experiences relevant to their work culture or profession. The chapter may be of particular interest to librarians attempting to develop IL in professional workers, and academics keen to develop in their students the skills that new professionals need in order to function effectively and ethically in the workplace.

    In what ways has the development of IL traditionally been encouraged? Historically, the literature describes attempts to develop what are felt to be relevant skills and knowledge, based on behaviourist or constructivist approaches (Brettle, 2003 and 2007; Elrod, Wallace and Sirigos, 2012).

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    Chapter
    Information
    Publisher: Facet
    Print publication year: 2017

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