東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The state of the field of critical i...

Downey, Annie L.

Linked to FindBook

Google Book

Amazon

博客來

The state of the field of critical information literacy in higher education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The state of the field of critical information literacy in higher education./
Author:	Downey, Annie L.
Description:	259 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10032249
ISBN:	9781339534251

The state of the field of critical information literacy in higher education.
Downey, Annie L.

The state of the field of critical information literacy in higher education. - 259 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ph.D.)--University of North Texas, 2014.

The purpose of this dissertation was to explore the state of critical information literacy (CIL) in higher education as it is enacted and understood by academic librarians. This qualitative study investigated the institutional support, nonsupport, and barriers to CIL programs and the effectiveness of experiential critical pedagogy for information literacy (IL) learning as taught and studied by 19 CIL specialists. Purposeful sampling was used to gather a sample of 17 academic librarians and two professors of library and information science who had previously worked as academic librarians. The sample included 11 females and eight males; 18 participants were Caucasian and one was African American. Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. Experiential education served as the broad theoretical framework for this study, which stems from the tradition of critical theory. This study was guided by the work of two major experiential learning theorists and theories: Paulo Freire and critical pedagogy and Jack Mezirow and transformative learning. Mezirow and Freire focused their work on adult education and grounded their approaches in critical theory and focused on power relationships, reflection, and the emancipatory potential of education. The findings were framed through a lens of Freirefs conception of critical pedagogy because it was the major theoretical framework that most of the study participants used to guide their work.

ISBN: 9781339534251Subjects--Topical Terms:

641065
Higher education.

The state of the field of critical information literacy in higher education.
LDR:02399nmm a2200289 4500 001 2073399
005 20160915132524.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781339534251
035 $a (MiAaPQ)AAI10032249
035 $a AAI10032249
040 $a MiAaPQ $c MiAaPQ
100 1 $a Downey, Annie L. $3 3188638
245 1 4 $a The state of the field of critical information literacy in higher education.
300 $a 259 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Amy Fann.
502 $a Thesis (Ph.D.)--University of North Texas, 2014.
520 $a The purpose of this dissertation was to explore the state of critical information literacy (CIL) in higher education as it is enacted and understood by academic librarians. This qualitative study investigated the institutional support, nonsupport, and barriers to CIL programs and the effectiveness of experiential critical pedagogy for information literacy (IL) learning as taught and studied by 19 CIL specialists. Purposeful sampling was used to gather a sample of 17 academic librarians and two professors of library and information science who had previously worked as academic librarians. The sample included 11 females and eight males; 18 participants were Caucasian and one was African American. Data were collected through 40-60 minute semi-structured interviews and a brief demographic survey. Experiential education served as the broad theoretical framework for this study, which stems from the tradition of critical theory. This study was guided by the work of two major experiential learning theorists and theories: Paulo Freire and critical pedagogy and Jack Mezirow and transformative learning. Mezirow and Freire focused their work on adult education and grounded their approaches in critical theory and focused on power relationships, reflection, and the emancipatory potential of education. The findings were framed through a lens of Freirefs conception of critical pedagogy because it was the major theoretical framework that most of the study participants used to guide their work.
590 $a School code: 0158.
650 4 $a Higher education. $3 641065
650 4 $a Library science. $3 539284
650 4 $a Information science. $3 554358
690 $a 0745
690 $a 0399
690 $a 0723
710 2 $a University of North Texas. $b Counseling and Higher Education. $3 3188639
773 0 $t Dissertation Abstracts International $g 77-08A(E).
790 $a 0158
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10032249