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- W265220221 abstract "This study examined the views of year 7 students, teacher librarians, and teachers in three state secondary schools in rural New South Wales, Australia, on information literacy and transfer. The aims of the study included the development of a grounded theory in relation to information literacy and transfer in these schools. The study’s perspective was sociocultural, and grounded theory was adopted as the method. This paper presents a critical evaluation of the advantages and limitations of grounded theory. The key findings of the study are outlined and discussed. The findings are related to the extent to which students valued information literacy practices and the factors involved in determining whether students were likely to transfer information literacy practices across time and school subjects. The study identified three groups of students: (1) a minority, who were engaged in their own learning, valued information literacy practices, and were likely to transfer these practices; (2) a majority, who could potentially be engaged in their own learning and who valued information literacy practices in principle, but were unlikely to transfer these practices without intervention by a teacher or teacher librarian; and (3) a very small minority, who failed to grasp the concepts of learning or information literacy practices and could not transfer such practices. The study also found that the lack of a culture of transfer in the schools was a significant hindrance in developing students as transferrers. The findings are discussed and a grounded theory of information literacy and transfer is presented. Introduction Despite a substantial growth in both research and professional literature on the topic of information literacy, the question of whether school students transfer information literacy practices has not been considered in any depth within this literature. In the field of school library media, studies of information literacy teaching, information literacy models, and students’ attitudes to information literacy appear to have assumed that students will transfer information literacy practices. Evidence of transfer or lack of transfer in schools is largely anecdotal, and there is clearly a gap in information literacy research. This author sought to fill that gap. This article presents the aims of the study and its key findings, including the development of theoretical categories, which were tested using theoretical sampling (Charmaz 2006). The findings are discussed, providing an interpretation of the data gathered and a comparison with the findings of this study with existing literature on information literacy and transfer in schools. The grounded theory is then presented. Volume 15 | ISSN: 2165-1019 The term information literacy practices is favored here over the more limited term information literacy skills. Lloyd (2007, 2010) argues that information literacy can be viewed as a practice as opposed to a set of skills. The term practice, in the school context, implies that students engage in a range of information-related learning activities, with a focus on students gaining new knowledge, and that students are reflective practitioners. That is, students are not merely using a set of skills (e.g., information retrieval or information evaluation) mechanically, and students do not view these skills in the same way as they might view computer skills." @default.
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- W265220221 date "2011-12-28" @default.
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- W265220221 title "Year 7 students, information literacy and transfer: A grounded theory" @default.
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