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(In)formation literacy : a positivist epistemology and a politics of (out)formation

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Queensland University of Technology ePrints Archive
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Abstract

This article examines school libraries as a context for the emergence of digital literacies through a critical analysis of the signature discourse of library pedagogy, namely, information literacy. Using poststructuralist theory, it outlines a hyperliteracy approach and argues this would be more relevant and effective than the cognitive processing model of the modernist 'information literacy' framework.

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