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Publication
The Transformational Ambition of University Libraries and Student Experience through Information Literacy
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Authors
Advisor(s)
Abstract(s)
Contextualized by individual experience (Dewey, 1938), the aim of this article is to describe the transformational
ambition of university library actions concerning students (Allan, 2010). To do so, an in-depth reflection on the
concept of educational experience is conducted using narrative research (Clandinin & Connelly, 2000). University
space, subjective experience and sociality in university libraries create a conceptual framework using different kinds
of texts and analyses. The aim is to show how information literacy can be used to contribute to the academic
development of university students, highlighting the theoretical understandings proposed by Bruce (1997; 2003;
2004). Information skills, considered transversal, contribute decisively to what is expected of the individual after
graduation, putting them to use in a labor context, also in transformation (Weaver, 2008). In this sense we can expect
librarians’ collaboration, training students in the information literacy context, using “real life” situations concerning
the need for information, to enable in-depth learning. Learning takes place in a university campus, within which
academic libraries are part of a possible response to the challenges posed by teachers and counselors. The challenged
students seek solutions through multiple means available, such as seminars, conferences, conversations, associations,
cultural activities, study visits and libraries. This open dialogue provides that growth, in knowledge, power,
information, responsibility and reflective learning. It is also why the role of the academic library implies its
positioning on an answering-asking axis, as a result of the challenges proposed by academics. The training in the
library aims to respond and contribute importantly to these learning processes, resulting in a transformation in the
students’ transversal skills (Ivanic, 1998). Experience is a key factor for academic skills and particularly for
information literacy. This assumption is stated not only in the content of the curricula programs to be taught but also
through this other type of skill – information literacy - that is needed to develop the individual route.
Description
Poster
Keywords
Information literacy Academic libraries Undergraduate students Experiential learning Educational experience
Pedagogical Context
Citation
Sanches, T. (2014, October). The Transformational Ambition of University Libraries and Student Experience through Information Literacy. Poster session presented at the meeting of The Second European Conference on Information Literacy, ECIL 2014, Dubrovnik, Croatia. In Book of Abstracts, p. 183. ISBN 978-953-175-525-2. Abstract retrieved from: http://ecil2014.ilconf.org/wp-content/uploads/2014/11/ecil2014_abstracts.pdf