Projects / Programmes
Some Aspects of Information Literacy
Code |
Science |
Field |
Subfield |
5.01.01 |
Social sciences |
Educational studies |
Pedagogy |
Code |
Science |
Field |
H100 |
Humanities |
Documentation, information, library science, archivistics |
S260 |
Social sciences |
Psychology |
information literacy, cognition, learning, library skills, information skills, information technology, school library, human-computer interaction, OPAC
Researchers (5)
no. |
Code |
Name and surname |
Research area |
Role |
Period |
No. of publicationsNo. of publications |
1. |
01132 |
MSc Marjeta Cerar |
Educational studies |
Researcher |
1998 - 2000 |
33 |
2. |
03488 |
PhD Darja Piciga |
Educational studies |
Head |
1998 - 2000 |
256 |
3. |
05271 |
PhD Jože Urbanija |
Historiography |
Researcher |
1998 - 2000 |
325 |
4. |
16231 |
Saša Zupanič |
Historiography |
Researcher |
1998 - 2000 |
53 |
5. |
12201 |
PhD Martin Žnideršič |
Historiography |
Researcher |
1998 - 2000 |
346 |
Organisations (2)
Abstract
Information literacy is one of conditions for a successful transition of Slovenia to the post-industrial era. On the basis of critical analyses of different conceptualizations od information literacy and on the basis of some comparative studies, factors and processes, connected with the development of information literacy (within the library and information services and in a broader context) are being studied, as well as some effects of this development. A programme for systematic development of information literacy is being constructed.
Information literacy has been defined as the subordinate notion of all other types of literacy; the neccessary cognitive processes for a successful execution of specific phases within the information retrieval were elaborated. Possible cosequences of information illiteracy were described. The outline of cognitive approach to teaching information literacy skills includes the principles of the constructivist paradigm of learning. In the cognitive analysis of the COBISS/OPAC system, the users point of view is adopted. The Johnson-Laird’s theory of mental models (in information retrieval proposed by Borgman), and individual differences theory are applied. On the bases of contemporary findings on information literacy development, as well as on the basis of comparative and empirical studies, a school programme for developing information and literacy skills has been outlined.