The relational model of IL, and what it means for PhDs

There is too much information and

too many resources in the world for

us to accommodate.

Consequently, we always filter from the totality.

This filtering is done with

reference to different forms

of VALUE.

Subjective forms of value are unique

to individuals.

If it is not accounted for, we risk "Groupthink"

(Janis 1972).

Creativity and initiative depend on

subjectivity.

Note also its essential role for the

PhD researcher, tasked to

produce original

work.

Without this we risk 'counterknowledge' (Thompson) or 'Bad

Science' (Goldacre)...

Intersubjective

values exist between

people, agreed upon through

different forms of communication

These forms of value are often

cast as, or confused with, objective

forms.

Nevertheless they remain open to review and

negotiation.

Without them we risk relativism:

exemplified by the poisoner conducting

an information search

These forms of value are

interdependent, and each

is essential to good practice

with information.

An attempt to translate these

into schemes of IL teaching was

made by Christine Bruce, Mandy

Lupton & Sylvia Edwards (2006)

• content frame
• competency frame

Objective types of IL

CONFORMING

Essential skills... but very generic, not

open to interpretation or negotiation

• personal relevance frame
• learning to learn frame

Subjective types of IL

INFORMING

We need to be aware of cognitive biases

• social impact frame
• relational frame

Intersubjective types

TRANSFORMING

It is in this domain that the informational

resources evolve: participation is key

The relational frame is the

frame in which the 3 domains

of value are judged against

each other.

Research (in whatever setting) involves

continuous judgments about how the

domains affect each other.

An example: the Media & IL resource

(Uni of Manchester/HEA-ICS)

In 2010 I collaborated with the John Rylands

University Library on a project to develop some

IL resources for postgraduates and researchers.

This was funded by the Higher Education Academy

(Information and Computer Science subject

centre).

See http://MAdigitaltechnologies.wordpress.com/infoliteracy

Also our paper in ITALICS 10/1 (Whitworth, McIndoe and

Whitworth 2011)

The supervisor's role remains

primary, but their IL skills are

not always what they could be

(see recent RIN report)

The resource attempts to cover all the

forms of best practice indicated in the

diagram above.

IL has to be about more than the effective retrieval of information.

It is nothing less than the full set of skills we require in order to

sustain a healthy, diverse and evolving informational environment.

In this task, research is used - and abused - in

many different ways...

More positively, we want to make a difference.

This means context-specific IL work within the

discipline as well as generic work within the

academy as a whole.

Tusen takk...!

drew.whitworth@manchester.ac.uk

http://www.informationobesity.com

http://www.cwa-consulting.co.uk

The relational model of information literacy

...and what it means for PhD researchers

Andrew Whitworth, University of Manchester, UK

The 6 frames of IL

SUBJECTIVE

OBJECTIVE

Over hundreds of years we have developed ways of validating knowledge that do not depend on the subjectivity of individuals.

It is exerted when we say:

'do I like this?', 'do I need

this?' 'is it relevant to me?'

Scientific method (including social science),

an understanding of methodology, peer

review, the maintenance of a stable publications

record, etc.

Aesthetic senses,

past experiences,

cultural and maybe

even genetic make-up all play a part in this diversity

Systems of counterknowledge can be wide-ranging

and backed up by publication: but have no scientific

validity

Laws, morals, ethics, cultural

norms, market values: all

teach us what is valued and

devalued ('right' and 'wrong')

INTERSUBJECTIVE

internalising good practice

SUBJECTIVE

OBJECTIVE

Conclusion

methodology (in specific

contexts)

learning (turning information

into knowledge)

This is (I hope) an entirely positive statement...

but it is time for IL to move out of the library.

reviews of best practice,

redefining disciplinary norms

rational decision-making

(communicative or instrumental)

Publication and collaboration

Many IL resources are targeted at undergraduates

(certainly in the UK, anyway), little at postgrads &

researchers, despite their differing needs...

INTERSUBJECTIVE

• ...older, may have been out of the academy a long while;
• international;
• expectation of original thought & publication;
• less structured learning environment.

At the very least, we don't want our research

or our researchers to end up being discussed

in here.