ERIC Number: EJ1242209
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1933-5954
EISSN: N/A
Conceptual and Procedural Knowledge: A Framework for Analyzing Point-of-Need Information Literacy Instruction
VanScoy, Amy
Communications in Information Literacy, v13 n2 Article 3 p164-183 2019
The information literacy instruction (ILI) that occurs during a spontaneous information interaction, such as at the reference desk, is not clearly defined and not extensively researched. It differs, however, from classroom ILI, with its lesson plans, carefully considered learning outcomes, and planned learning activities. This paper uses the framework of conceptual and procedural knowledge, drawn from education research, to analyze point-of-need ILI. Digital reference transcripts were analyzed using this framework, and examples of ILI from the transcripts were categorized to make sense of how conceptual and procedural knowledge manifest in point-of-need ILI. This conceptual/procedural focus acknowledges the unique context of this type of instruction and provides a simple framework for reference service providers to improve and self-assess their point-of-need ILI.
Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A