Teorijske perspektive informacijske pismenosti : kritičko pedagogijski pogled

Kos, Denis. (2014). Teorijske perspektive informacijske pismenosti : kritičko pedagogijski pogled. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Information Science
Department of Pedagogy. [mentor Špiranec, Sonja and Komar, Zvonimir].

Preview

PDF (Croatian) Download (601kB) | Preview

Abstract

The aim of this master's thesis is to describe information literacy from an outlook of critical pedagogy. The starting points in the thesis are the meaning of information literacy in the context of information society, the debate about the definition of the concept and the definition of literacy in the tradition of Paulo Freire's pedagogy. The main focus of the first part of the thesis is to explicate, in relation to the functionalist interpretation, the alternative understandings of information literacy (the phenomenographical, sociocultural and the perspective of discourse analysis) as current theoretical perspectives of the concept. In the second part the author describes the state of the information literacy debate on the basis of general philosophical frameworks which shape its main conceptualizations. This entails the conflict of poststructuralist and the outlook of information literacy based on critical theory. The position of critical pedagogy is presented as reconstructivist i.e. the position which arises from its refusal to abandon the positive naratives of the modern age, different from the poststructuralist critique of metanaratives. To explain the pedagogical relevance of information literacy author looks to the German notion of Bildung as conceived by critical theorists of the Frankfurt school. The idea of education is presented as the key orientation in the reconstructivist agenda of critical theory. In the last part of the thesis author explores the thoughts of authors that have in so far tried to think about information literacy based on critical pedagogy. This is done through the perspectives of three authors: Cees Hamelink, James Elmborg and Andrew Whitworth. Whitworth's view is further explicated in relation to the theory of transformative learning while information literacy is also being connected to transformative approaches to education in general. Conclusively, because of different theoretical perspectives of information literacy the author attempts to find reasons why future developments of the concept should consider the perspective of philosophy of science as well as the potential of information literacy to be thought of as a scientific paradigm.

Actions (login required)

View Item