What do the conceptions of geo/spatial information tell us about information literacy?

Loss of faith in the origins of information literacy in e-environments: Proposal of a holistic approach

The original concept of information literacy (IL) identifies it as an enabler for lifelong learning and learning-to-learn, adaptable and transferable in any learning environment and context. However, practices of IL in electronic information and learning environments (e-environments) tend to question the origins, and workability, of IL on the grounds that the generic models of IL are inadequate for the complex and evolving context of e-environments. Conducting an analytical review of the literature on the approaches taken to adapt IL in e-environments, we discuss how a failure in understanding the dynamic context and components of e-environments and IL have resulted in the emergence of a marginalised way of viewing and practicing IL in these environments. Drawing on Nazari’s (2011) contextual study of IL in an online distance learning programme, we propose a holistic way of viewing and practicing IL in EL environments which is aligned with IL origins; it enables the e-learner to conceptualise IL and customise it to their actual learning style and needs. This study can be of value to IL scholars and practitioners who are interested in the concept and practice of IL in e-environments.

A contextual model of information literacy

This article reports a contextual model of information literacy (IL) which emerged from an exploratory case study of IL in a joint online distance learning (ODL) Geographic Information Sciences/Systems (GIS) programme, and demonstrates how it contributes to the development of information literate GIS learners in ODL environments. Adopting Eisenhardt’s (1989) ‘process of building theories from case study research’, it explores IL in the context of a wide range of teaching and learning experiences in the programme, using interview, questionnaire, students’ reflection, observation and document study as data collection methods. The two-level within- and across-case analysis, suggested by Eisenhardt, was innovatively combined with grounded theory data analysis approaches. It appeared that in the ODL GIS programmes IL is needed, not just as a set of transferable skills, but as an enabler for independent, connective, transferable and lifelong learning.