The 3 directions: Situated information literacy

College and Research Libraries

Volumn 70, Issue 6, 2009, Pages 515-530

  Nichols, James T ^a  

^a STATE UNIVERSITY OF NEW YORK AT OSWEGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 73949087581     PISSN: 00100870     EISSN: None     Source Type: Journal    
DOI: 10.5860/crl.70.6.515     Document Type: Article

References (33)

1. Since the research and projects reported in this article extend through several years, I offer the following notes on the dates: Fall 1998 - Interviewing and other data collection. 1999-Summer 2000 - Transcription and analytical coding of the data, and descriptive analysis of each case. Summer 2000 - Move to current employment. 2000-2003 - Summary descriptive analysis of the cases, pattern matching, and initial development of the 3 Directions; also the development and testing of the first version of the online information literacy tutorial. 2004-2006 - Development of the Matrix of Information Literacy Learning Outcomes, based on the 3 Directions, and the drafting of program-specific plans. 2006-2008 - Rebuilding the information literacy tutorial based on the 3 Directions.
2. Carol Collier Kuhlthau, "Library Research Process Case Studies and Interventions with High School Seniors in Advanced Placement English Classes Using Kelly's Theory of Constructs" (Ed.D. diss., Rutgers, the State University of New Jersey, 1983);
3. Carol Collier Kuhlthau, "Developing a Model of the Library Search Process: Cognitive and Affective Aspects.," RQ 28, no. 2 (Jan. 1,1988): 232-42;
4. Carol Collier Kuhlthau, Seeking Meaning: A Process Approach to Library and Information Services (Norwood, N.J.: Ablex Pub. Corp., 1993).
5. Linda Flower and John R. Hayes, "A Cognitive Process Theory of Writing," College Composition and Communication 32, no. 4 (Dec. 1981): 365-87;
6. John R. Hayes, "A New Framework for Understanding Cognition and Affect in Writing," in The Science of Writing: Theories, Methods, Individual Differences, and Applications (Hillsdale, N.J.: Lawrence Erlbaum Associates, Inc, 1996), 1-27.
7. Brenda Dervin, "From the Mind's Eye of the User: The Sense-Making Qualitative-Quantitative Methodology," in Qualitative Research in Information Management (Englewood, Colo.: Libraries Unlimited, 1992), 61-64.
8. S.K. Stoan, "Research and Information Retrieval among Academic Researchers: Implications for Library Instruction," Library Trends 39, no. 3 (Winter 1991): 238-58;
9. Barbara Fister, "The Research Processes of Undergraduate Students," Journal of Academic Librarianship 18, no. 3 (July 1992): 163-69;
10. John Seely Brown, Allan Collins, and Paul Duguid, "Situated Cognition and the Culture of Learning," Educational Researcher 18, no. 1 (Jan. 1, 1989): 32-42;
11. John Seely Brown and Paul Duguid, "Stolen Knowledge," Educational Technology 33, no. 3 (Jan. 1, 1993): 10-15;
12. Jean Lave and Etienne Wenger, Situated Learning: Legitimate Peripheral Participation, (New York: Cambridge University Press, 1991). Concurrent with this study and independently, Annemaree Lloyd discovered the relevance of Legitimate Peripheral Participation in Communities of Practice to the information uses of firefighters. Lloyd, "No Man (or Woman) Is an Island: Information Literacy, Affordances and Communities of Practice," Australian Library Journal 54, no. 3 (2005), available online at www.alia.org.au/publishing/alj/54.3/full.text/lloyd.html [Accessed 5 February 2009].
13. Annemaree Lloyd, "Information Literacy Landscapes: An Emerging Picture," Journal of Documentation 62, no. 5 (2006): 570-83.
14. Dervin, "From the Mind's Eye of the User."
15. Dervin, "From the Mind's Eye of the User."
16. Brown, Collins, and Duguid, "Situated Cognition and the Culture of Learning."
17. Ibid.; Brown and Duguid, "Stolen Knowledge."
18. Constance A. Mellon, "Library Anxiety: A Grounded Theory and Its Development," College and Research Libraries 47, no. 2 (Jan. 1, 1986): 160.
19. Kuhlthau, Seeking Meaning.
20. Dervin, "From the Mind's Eye of the User."
21. Hayes, "A New Framework for Understanding Cognition and Affect in Writing."
22. Lave and Wenger, Situated Learning.
23. Lave and Wenger, Situated Learning Ibid.
24. Association of College & Research Libraries, "Information Literacy Competency Standards for Higher Education," 2000.
25. "Information Literacy Framework for Philadelphia University: Information Literacy in the Curriculum at Philadelphia University," The Information Literacy Project @Philadelphia University (Mar. 2006). Available online at www.philau.edu/infolit/InfolitFrameworkbul-leted.htm. [Accessed 5 February 2009].
26. James Nichols, Barbara Shaffer, and Karen Shockey, "Changing the Face of Instruction: Is Online or In-class More Effective?," College and Research Libraries 64, no. 5 (2003): 378-88.
27. Lave and Wenger, Situated Learning; W.C. Bosch et al., "Beyond Lip-Service: An Operational Definition of "Learning- Centered" College," Innovative Higher Education 33, no. 2 (2008), doi:10.1007/sl0755-008-9072-l.
28. ALA Presidential Committee, "ALA Presidential Committee on Information Literacy: Final Report" (1989), available online at www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.cfmlage [Accessed 5 February 2009]; Kuhlthau, "Library Research Process Case Studies and Interventions."
29. Christine Susan Bruce, "The Relational Approach: A New Model for Information Literacy," New Review of Information & Library Research 3 (Jan. 1997): 1-23.
30. Lloyd, "No Man (or Woman) Is an Island"; Lloyd, "Information Literacy Landscapes."
31. James Elmborg, "Critical Information Literacy: Implications for Instructional Practice," The Journal of Academic Librarianship 32, no. 2 (Mar. 2006): 192-99.
32. Bonnie Gratch-Lindauer, "Information Literacy-Related Student Behaviors: Results from the NSSE Items," College and Research Libraries News 68, no. 7 (Aug. 2007): 432-36, 441. Available online at www.ala.org/ala/acrl/acrl-pubs/crlnews/backissues2007/julyaugust07/ infolitstudent.cfm. [Accessed 5 February 2009].
33. James Nichols, e-mail communication, Apr. 27, 2007.