Confirming the relational model of information literacy

International Information and Library Review

Volumn 37, Issue 1, 2005, Pages 19-24

  Catts, Ralph ^a  

^a UNIVERSITY OF STIRLING   (United Kingdom)

Author keywords

Information literacy; Models

Indexed keywords

EID: 18144389773     PISSN: 10572317     EISSN: 10959297     Source Type: Journal    
DOI: 10.1080/10572317.2005.10762661     Document Type: Article

References (10)

1. Bruce, C. (1997). The relational approach: a new model for information literacy. The New Review of Information and Library Research, 3, 1-22.
2. Candy, P., Crebert, G., & O’Leary, J. (1994). Developing life long learners in Australia. Canberra, Australia: Higher Education Council and Australian Vice Chancellors’ Committee.
3. Holmes-Smith, P. (2000). Introduction to structural equation modeling using AMOS and LISREL. Canberra: ACSPRI.
4. Hu, L. T., & Bentler, P. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling. London: Sage (Chapter 5).
5. Kaplowitz, J., & Contini, J. (1998). Computer assisted instruction: is it an option for bibliographic instruction in large undergraduate survey classes? College and Research Libraries, 59(1), 19-27.
6. Kelloway, EK. (1998). Using LISREL for structural equation modeling. London: Sage.
7. Kirk, J. (1995). Information literacy in an information studies undergraduate course. In D. Booker (Ed.), The learning Link: information literacy in practice. Adelaide: Auslib Press.
8. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. London: Sage.
9. McCrank, L. J. (1992). Academic programs for information literacy: theory and structure. Reference Quarterly, 31(4), 485-498.
10. Snavely, L., & Cooper, N. (1997). Competing agendas in higher education. Reference and User Services Quarterly, 37(1), 53-62.