Loading…
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...
Saved in:
| Published in: | Journal of education for library and information science 2009-04, Vol.50 (2), p.68-78 |
|---|---|
| Main Authors: | , |
| Format: | Article |
| Language: | English |
| Subjects: | |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| cited_by | |
|---|---|
| cites | |
| container_end_page | 78 |
| container_issue | 2 |
| container_start_page | 68 |
| container_title | Journal of education for library and information science |
| container_volume | 50 |
| creator | Macauley, Peter Green, Rosemary |
| description | 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. |
| format | article |
| fullrecord | <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_journals_203224305</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A242305095</galeid><jstor_id>40732565</jstor_id><sourcerecordid>A242305095</sourcerecordid><originalsourceid>FETCH-LOGICAL-g1465-32e49a762f5f7ab7365bf996c0c275d1e65a01cbda8be1f6f126ba679cbee6813</originalsourceid><addsrcrecordid>eNptkE1Lw0AQhoMoWKs_QQiKt0Y2k-xuchKtX4VAQfQcJpvZuiXd1N30UH-9qy2CIHMYeOeZeWfmIBpBBkUCpZCH0YjJvEi4LMRxdOL9kjHgUBSjqJmijecbF79Qh4PprX83ax_fURBUbxWthw125pPam7gyjUNn0PpJPLO6d6ufjqAP5FBtJzHaNr7v1dA77OKK0Fly_jQ60th5OtvncfT2-PA6fU6q-dNselslizQXPMmA8hKlAM21xEZmgje6LIViCiRvUxIcWaqaFouGUi10CqJBIUvVEIkizcbRxW7u2vUfG_JDvew3zgbLGlgGkGeMB-hyBy2wo9qEK4aw-sp4Vd9CDgFh5Td1_Q8VoqWVCW8hbYL-p-Fq741eYacdWmV8vXZmhW5bQwq8SGUeuPMdt_ThSb_1nMkMuODZFyV-hAQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>203224305</pqid></control><display><type>article</type><title>Can Our Relationships Be Reconceptualized? Librarians, Information Literacy, and Doctoral Learners</title><source>Art, Design and Architecture Collection</source><source>JSTOR Archival Journals and Primary Sources Collection</source><source>Social Science Premium Collection</source><source>Education Collection</source><creator>Macauley, Peter ; Green, Rosemary</creator><creatorcontrib>Macauley, Peter ; Green, Rosemary</creatorcontrib><description>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.</description><identifier>ISSN: 0748-5786</identifier><identifier>EISSN: 2328-2967</identifier><identifier>CODEN: JELSE4</identifier><language>eng</language><publisher>Chicago, IL: Association for Library and Information Science Education</publisher><subject>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</subject><ispartof>Journal of education for library and information science, 2009-04, Vol.50 (2), p.68-78</ispartof><rights>2009 Association for Library and Information Science Education</rights><rights>2009 INIST-CNRS</rights><rights>COPYRIGHT 2009 University of Toronto Press</rights><rights>Copyright Association for Library and Information Science Education Spring 2009</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/203224305/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/203224305?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,12861,21378,21394,33611,33877,34775,43733,43880,44200,58238,58471,74221,74397,74728</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=21258174$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Macauley, Peter</creatorcontrib><creatorcontrib>Green, Rosemary</creatorcontrib><title>Can Our Relationships Be Reconceptualized? Librarians, Information Literacy, and Doctoral Learners</title><title>Journal of education for library and information science</title><description>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.</description><subject>Academic learning</subject><subject>Academic librarians</subject><subject>Adult Basic Education</subject><subject>Adult Students</subject><subject>Candidates</subject><subject>Community</subject><subject>Comparative Education</subject><subject>Doctoral Programs</subject><subject>Doctoral Students</subject><subject>Education</subject><subject>Educational research</subject><subject>Exact sciences and technology</subject><subject>Graduate work</subject><subject>Information and communication sciences</subject><subject>Information literacy</subject><subject>Information science</subject><subject>Information science. Documentation</subject><subject>Knowledge management</subject><subject>Librarians</subject><subject>Libraries</subject><subject>Library and information science. General aspects</subject><subject>Literacy</subject><subject>Literature Reviews</subject><subject>Mixed Methods Research</subject><subject>Professional aspects</subject><subject>Professional aspects : training, employment</subject><subject>R&D</subject><subject>Reading instruction</subject><subject>Research & development</subject><subject>Sciences and techniques of general use</subject><subject>Studies</subject><subject>Supervisors</subject><subject>Universities and colleges</subject><issn>0748-5786</issn><issn>2328-2967</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2009</creationdate><recordtype>article</recordtype><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>K50</sourceid><sourceid>M0P</sourceid><sourceid>M1D</sourceid><recordid>eNptkE1Lw0AQhoMoWKs_QQiKt0Y2k-xuchKtX4VAQfQcJpvZuiXd1N30UH-9qy2CIHMYeOeZeWfmIBpBBkUCpZCH0YjJvEi4LMRxdOL9kjHgUBSjqJmijecbF79Qh4PprX83ax_fURBUbxWthw125pPam7gyjUNn0PpJPLO6d6ufjqAP5FBtJzHaNr7v1dA77OKK0Fly_jQ60th5OtvncfT2-PA6fU6q-dNselslizQXPMmA8hKlAM21xEZmgje6LIViCiRvUxIcWaqaFouGUi10CqJBIUvVEIkizcbRxW7u2vUfG_JDvew3zgbLGlgGkGeMB-hyBy2wo9qEK4aw-sp4Vd9CDgFh5Td1_Q8VoqWVCW8hbYL-p-Fq741eYacdWmV8vXZmhW5bQwq8SGUeuPMdt_ThSb_1nMkMuODZFyV-hAQ</recordid><startdate>20090401</startdate><enddate>20090401</enddate><creator>Macauley, Peter</creator><creator>Green, Rosemary</creator><general>Association for Library and Information Science Education</general><general>University of Toronto Press</general><scope>IQODW</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>8FE</scope><scope>8FG</scope><scope>8FK</scope><scope>8FQ</scope><scope>8FV</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>ARAPS</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>JQ2</scope><scope>K50</scope><scope>K7-</scope><scope>M0P</scope><scope>M1D</scope><scope>M2O</scope><scope>MBDVC</scope><scope>P5Z</scope><scope>P62</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20090401</creationdate><title>Can Our Relationships Be Reconceptualized? Librarians, Information Literacy, and Doctoral Learners</title><author>Macauley, Peter ; Green, Rosemary</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-g1465-32e49a762f5f7ab7365bf996c0c275d1e65a01cbda8be1f6f126ba679cbee6813</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Academic learning</topic><topic>Academic librarians</topic><topic>Adult Basic Education</topic><topic>Adult Students</topic><topic>Candidates</topic><topic>Community</topic><topic>Comparative Education</topic><topic>Doctoral Programs</topic><topic>Doctoral Students</topic><topic>Education</topic><topic>Educational research</topic><topic>Exact sciences and technology</topic><topic>Graduate work</topic><topic>Information and communication sciences</topic><topic>Information literacy</topic><topic>Information science</topic><topic>Information science. Documentation</topic><topic>Knowledge management</topic><topic>Librarians</topic><topic>Libraries</topic><topic>Library and information science. General aspects</topic><topic>Literacy</topic><topic>Literature Reviews</topic><topic>Mixed Methods Research</topic><topic>Professional aspects</topic><topic>Professional aspects : training, employment</topic><topic>R&D</topic><topic>Reading instruction</topic><topic>Research & development</topic><topic>Sciences and techniques of general use</topic><topic>Studies</topic><topic>Supervisors</topic><topic>Universities and colleges</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Macauley, Peter</creatorcontrib><creatorcontrib>Green, Rosemary</creatorcontrib><collection>Pascal-Francis</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Canadian Business & Current Affairs Database</collection><collection>Canadian Business & Current Affairs Database (Alumni Edition)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>Arts Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>Technology Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Computer Science Collection</collection><collection>Art, Design and Architecture Collection</collection><collection>Computer Science Database</collection><collection>Education Database (ProQuest)</collection><collection>ProQuest Arts & Humanities Database</collection><collection>ProQuest_Research Library</collection><collection>Research Library (Corporate)</collection><collection>Advanced Technologies & Aerospace Database</collection><collection>ProQuest Advanced Technologies & Aerospace Collection</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Journal of education for library and information science</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Macauley, Peter</au><au>Green, Rosemary</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Can Our Relationships Be Reconceptualized? Librarians, Information Literacy, and Doctoral Learners</atitle><jtitle>Journal of education for library and information science</jtitle><date>2009-04-01</date><risdate>2009</risdate><volume>50</volume><issue>2</issue><spage>68</spage><epage>78</epage><pages>68-78</pages><issn>0748-5786</issn><eissn>2328-2967</eissn><coden>JELSE4</coden><abstract>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.</abstract><cop>Chicago, IL</cop><pub>Association for Library and Information Science Education</pub><tpages>11</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0748-5786 |
| ispartof | Journal of education for library and information science, 2009-04, Vol.50 (2), p.68-78 |
| issn | 0748-5786 2328-2967 |
| language | eng |
| recordid | cdi_proquest_journals_203224305 |
| source | Art, Design and Architecture Collection; JSTOR Archival Journals and Primary Sources Collection; Social Science Premium Collection; Education Collection |
| 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 |
| title | Can Our Relationships Be Reconceptualized? Librarians, Information Literacy, and Doctoral Learners |
| url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-05T02%3A55%3A37IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Can%20Our%20Relationships%20Be%20Reconceptualized?%20Librarians,%20Information%20Literacy,%20and%20Doctoral%20Learners&rft.jtitle=Journal%20of%20education%20for%20library%20and%20information%20science&rft.au=Macauley,%20Peter&rft.date=2009-04-01&rft.volume=50&rft.issue=2&rft.spage=68&rft.epage=78&rft.pages=68-78&rft.issn=0748-5786&rft.eissn=2328-2967&rft.coden=JELSE4&rft_id=info:doi/&rft_dat=%3Cgale_proqu%3EA242305095%3C/gale_proqu%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-g1465-32e49a762f5f7ab7365bf996c0c275d1e65a01cbda8be1f6f126ba679cbee6813%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=203224305&rft_id=info:pmid/&rft_galeid=A242305095&rft_jstor_id=40732565&rfr_iscdi=true |