Can Our Relationships Be Reconceptualized? Librarians, Information Literacy, and Doctoral Learners

This article stems from two separate, yet related, studies that examined aspects of the doctoral experience across multiple disciplines and queried the construct of information literacy, contextualized by doctoral pedagogies. The first study used mixed-methods research into information literacy and...

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Bibliographic Details
Published in:Journal of education for library and information science 2009-04, Vol.50 (2), p.68-78
Main Authors: Macauley, Peter, Green, Rosemary
Format: Article
Language:English
Subjects:
Academic learning
Academic librarians
Adult Basic Education
Adult Students
Candidates
Community
Comparative Education
Doctoral Programs
Doctoral Students
Education
Educational research
Exact sciences and technology
Graduate work
Information and communication sciences
Information literacy
Information science
Information science. Documentation
Knowledge management
Librarians
Libraries
Library and information science. General aspects
Literacy
Literature Reviews
Mixed Methods Research
Professional aspects
Professional aspects : training, employment
R&D
Reading instruction
Research & development
Sciences and techniques of general use
Studies
Supervisors
Universities and colleges
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Summary:This article stems from two separate, yet related, studies that examined aspects of the doctoral experience across multiple disciplines and queried the construct of information literacy, contextualized by doctoral pedagogies. The first study used mixed-methods research into information literacy and scholarly communication within the processes of Australian doctoral supervision and research. The second study was a qualitative investigation of the literature review process, taken from the perspectives of American and Australian doctoral candidates, doctoral advisors and supervisors, and librarians. We conclude that candidates typically arrive at the doctoral environment as adult learners, with well developed experiential and professional skills, knowledge, and attributes. The studies share the finding that doctoral advisors, supervisors, and librarians should not assume that all doctoral students require information literacy interventions. We recommend a negotiated approach of engaging in careful dialogue with students, faculty, and colleagues regarding learners' and researchers' profiles and information needs.
ISSN:0748-5786
2328-2967