Results of a Phenomenographic Investigation of how Faculty and Staff Perceive, Engage in, and View Information Literacy

By Rebecca Feind.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

As traditional bibliographic instruction has evolved into information literacy, identifying how have faculty and staff in higher education perceive their students’ research skills requires more than quantitative survey data. Effective program planning for library instruction can benefit from a qualitative investigation and can be accomplished without significant resources. This report will illustrate how, following in the tradition established by Christine Bruce in The Seven Faces of Information Literacy, the San Jose State University Library undertook a phenomenographic investigation of information literacy to inform the strategic directions of its instruction program.

Keywords: Information Literacy, Phenomenographic Investigation, Librarian Faculty Collaboration

The International Journal of Learning, Volume 14, Issue 12, pp.167-170. Article: Print (Spiral Bound). Article: Electronic (PDF File; 448.797KB).

Rebecca Feind

Information Literacy Coordinator, University Library, San Jose State University, San Jose, California, USA

Rebecca Feind (MLS) presently serves as the Information Literacy Coordinator at San Jose State University Library. Her research interests include how students manage the information search process in a constantly changing environment. She advocates process based assignments that encourage students to demonstrate how their personal ideas change as they observe the structure of information resources.


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