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Informationskompetenz anders denken - zum epistemologischen Kern von "information literacy"
Citation Link: https://doi.org/10.15480/882.1249
Publikationstyp
Book Part
Date Issued
2015
Sprache
German
Author(s)
Institut
TORE-DOI
Citation
„Handbuch Informationskompetenz“, 2. Auflage, hrsg. von Willy Sühl-Strohmenger (Berlin: De Gruyter 2016)
Publisher
De Gruyter
After a critical view on information literacy (IL) as concept and as practice, this essay emphasizes its reference to academic research and writing respectively to the research process. As part of the core of IL within academic disciplinary cultures appears an epistemological component - an „epistemic literacy“. IL is part of academic „Bildung“. Reflecting on information is part of the core of any IL. In the academic area this implies reflection about science as phenomenon, its characteristics, its theories and methods, its purposes, its visibility and its benefits as well as about its development to an „open science“. The closing reference of IL to the challenge of a global sustainable development makes visible that the epistemological component of IL is also important in regard to general education respectively to the non-academic area of promoting IL.
Subjects
Informationskompetenz
Epistemologie
Wissenschaftliches Arbeiten
Forschungsprozess
Hochschulbildung
Kritik
Wissenschaft
information literacy
epistemology
academic research and writing
research process
higher education
critique
scholarship
DDC Class
020: Bibliotheks- und Informationswissenschaft
Publication version
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Preprint-Hapke-zu-Handbuch-Informationskompetenz-Zweite-Auflage-2016.pdf
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151.85 KB
Format
Adobe PDF