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Centering Relevance in Information Literacy Teaching and Learning

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Title: Centering Relevance in Information Literacy Teaching and Learning
Language: English
Authors: Anne Jumonville Graf
Source: Communications in Information Literacy. 2024 18(2):244-263.
Availability: Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Relevance (Education), Information Literacy, Literacy Education, Information Sources, Evaluative Thinking, Library Materials, Media Selection, Selection Criteria, Selection Tools, Reflection, Information Systems, Expertise, Metacognition
Abstract: The process of determining whether a source of information is relevant is multidimensional, dynamic, and subjective. This essay puts information science scholarship on relevance, including the process and nature of making relevance judgments, in conversation with models of teaching and learning information literacy. Teaching librarians are encouraged to recognize students' relevance judgments as sites of reflection and instruction. This essay suggests a variety of ways librarians might do this, from re-thinking source evaluation methods to emphasizing the opportunities available at the source selection stage. The process of determining relevance is a practical site of reflective possibility and deserves greater attention in information literacy teaching and learning. Discussing relevance judgments can help students better understand and evaluate sources, reflect on their own and others' perspectives and motivations, and create opportunities to discuss the impact of information systems.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453737
Database: ERIC
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  Data: Centering Relevance in Information Literacy Teaching and Learning
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  Data: <searchLink fieldCode="AR" term="%22Anne+Jumonville+Graf%22">Anne Jumonville Graf</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communications+in+Information+Literacy%22"><i>Communications in Information Literacy</i></searchLink>. 2024 18(2):244-263.
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  Data: Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/
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  Data: The process of determining whether a source of information is relevant is multidimensional, dynamic, and subjective. This essay puts information science scholarship on relevance, including the process and nature of making relevance judgments, in conversation with models of teaching and learning information literacy. Teaching librarians are encouraged to recognize students' relevance judgments as sites of reflection and instruction. This essay suggests a variety of ways librarians might do this, from re-thinking source evaluation methods to emphasizing the opportunities available at the source selection stage. The process of determining relevance is a practical site of reflective possibility and deserves greater attention in information literacy teaching and learning. Discussing relevance judgments can help students better understand and evaluate sources, reflect on their own and others' perspectives and motivations, and create opportunities to discuss the impact of information systems.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 244
    Subjects:
      – SubjectFull: Relevance (Education)
        Type: general
      – SubjectFull: Information Literacy
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      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Information Sources
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      – SubjectFull: Evaluative Thinking
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      – SubjectFull: Selection Tools
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      – SubjectFull: Reflection
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      – SubjectFull: Information Systems
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      – SubjectFull: Expertise
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      – SubjectFull: Metacognition
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      – TitleFull: Centering Relevance in Information Literacy Teaching and Learning
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