International Association
of School Librarianship

IASL Research Abstracts

IASL Research Abstracts: 295 

Kerr, P. A. & Todd, R. J. (2009). Espoused Theories and Theories-in- Use of Information Literacy: Reflecting for Effective Practice. United States of America.

Abstract: What values, beliefs and conceptions (espoused theories) underpin and shape professional practice (theories-in-use) in information literacy education? This study investigates relationships between espoused theories and theories-in-use of information literacy in academic libraries. The paper reports preliminary findings from an in-depth comparative analysis of one library’s official policy documents and its instruction resources including an online research tutorial. The findings indicate varying patterns of congruence and incongruence between the library’s espoused theories and theories-in-use with incidents of significant gaps. The process of examining espoused theories and theories-in-use provides an evaluative framework for critically analyzing practice with the view of aligning practice more closely with stated goals and rhetoric. The study is therefore presented as a practical method for evaluating tools of information literacy practice in the school library.

Subject Categories: 10

Abstract Submitted by Janice Newsum, Florida State University

© International Association of School Librarianship
Data Protection Policy 

Powered by Wild Apricot Membership Software