Framing information literacy as information practice: site ontology and practice theory
| Date | 09 March 2010 |
| DOI | https://doi.org/10.1108/00220411011023643 |
| Pages | 245-258 |
| Published date | 09 March 2010 |
| Author | Annemaree Lloyd |
| Subject Matter | Information & knowledge management,Library & information science |
Framing information literacy as
information practice: site
ontology and practice theory
Annemaree Lloyd
School of Information Studies, Charles Sturt University, Wagga Wagga,
Australia
Abstract
Purpose – Information literacy is a rich and complex social information practice that is constructed
according to specific practical understandings, rules and teleoaffective features which characterise a
social site or setting. This paper aims to explore the philosophical and theoretical perspective of
practice theory, in particular, the ontological work of Schatzki. These perspectives are to be used to
frame an understanding of the features of information literacy as sociocultural practice.
Design/methodology/approach – A theoretical perspective is introduced to examine the concept
of information literacy practice by framing this analysis through a site ontology developed by
Schatzki. Sociocultural and practice theory are employed in this exploration of information literacy as
sociocultural practice and provide a framework for architecture of information literacy practice.
Findings – Information literacy can be understood as a critical information practice which is
organised and arranged through the site of the social, rather than as a reified and decontexualised set
of skills.
Research limitations/implications – Framing information literacy research through site ontology
and the use of a practice perspective has implications for further research into information literacy and
for the development of pedagogic practices related to information literacy instruction
Originality/value – The paper offers an alternate way of framing information literacy by
introducing the concepts related to practice theory.
Keywords Information literacy, Information management, Philosophicalconcepts
Paper type Conceptual paper
Introduction
In the twenty-first century information literacy should be seen as a core and critic al
information practice, that builds people’s capacity to negotiate increasingly complex
social and technological environments and one that facilitates a way of knowing about
the modalities of information within an environment and how these modalities are
constructed. However, in the library and information sciences (LIS) field, the
complexity of this practice is often reduced, over-simplified and focused turned
towards describing information skills instead of considering the sociocultural features
that enable the practice to emerge. This approach has resulted in the lack of a
theoretical framework for information literacy, a situation that is not uncommon
throughout the LIS field. A reason for the lack of theoretical development in this area
and in the library and information science field in general, has previously been
suggested by Weigand (1999). This author has argued that the LIS profession is
trapped within its own discursive formation, speaking only among itself, ignoring the
ideas of power and knowledge, and failing to engage with critical theorists whose
The current issue and full text archive of this journal is available at
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Framing
information
literacy
245
Received 8 April 2009
Revised 12 July 2009
Accepted 19 July 2009
Journal of Documentation
Vol. 66 No. 2, 2010
pp. 245-258
qEmerald Group Publishing Limited
0022-0418
DOI 10.1108/00220411011023643
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