From Information Literacy to Social Epistemology : Insights From Psychology

__From Information Literacy to Social Epistemology: Insights from Psychology__ focuses on information and the ways in which information literacy relates to critical thinking in education, the workplace, and in our social life. The broad context for our interest is the development in internet technologies often characterised by terms like the ‘digital age’, leading to questions of digital participation, digital divides, and the role of thinking in the information society. In short, to what extent is the ‘digital age’ engendering changes in learning directed towards the better use of information, and in addition, encouraging or even requiring improvements in critical thinking? * Provides a new and relevant contribution based on the authors' synthesis of a number of psychological constructs aligned to information literacy * Addresses the issue of information literacy in the wider population by researching adult returnees to higher education and investigating their experiences in relation to prior experience * Applies insights to recent developments on the topic, i.e. the Secker and Coonan IL curriculum, alowing an alternative disciplinary perspective and a new, research-based platform * Develops a model based on the literature reviewed and discusses the relation of the model to the broader concept of social epistemology

From Information Literacy to Social Epistemology: Insights from Psychology focuses on information and the ways in which information literacy relates to critical thinking in education, the workplace, and in our social life.

The broad context for our interest is the development in internet technologies often characterised by terms like the ‘digital age’, leading to questions of digital participation, digital divides, and the role of thinking in the information society.

In short, to what extent is the ‘digital age’ engendering changes in learning directed towards the better use of information, and in addition, encouraging or even requiring improvements in critical thinking?

• Provides a new and relevant contribution based on the authors' synthesis of a number of psychological constructs aligned to information literacy
• Addresses the issue of information literacy in the wider population by researching adult returnees to higher education and investigating their experiences in relation to prior experience
• Applies insights to recent developments on the topic, i.e. the Secker and Coonan IL curriculum, alowing an alternative disciplinary perspective and a new, research-based platform
• Develops a model based on the literature reviewed and discusses the relation of the model to the broader concept of social epistemology

"From Information Literacy to Social Epistemology: Insights from Psychology focuses on information and the ways in which information literacy relates to critical thinking in education, the workplace, and in our social life. The broad context for our interest is the development in internet technologies often characterised by terms like the 'digital age', leading to questions of digital participation, digital divides, and the role of thinking in the information society. In short, to what extent is the 'digital age' engendering changes in learning directed towards the better use of information, and in addition, encouraging or even requiring improvements in critical thinking? Provides a new and relevant contribution based on the authors' synthesis of a number of psychological constructs aligned to information literacy Addresses the issue of information literacy in the wider population by researching adult returnees to higher education and investigating their experiences in relation to prior experience Applies insights to recent developments on the topic, i.e. the Secker and Coonan IL curriculum, alowing an alternative disciplinary perspective and a new, research-based platform Develops a model based on the literature reviewed and discusses the relation of the model to the broader concept of social epistemology"--Provided by publisher Content: Series Page,Front Matter,Copyright,PrefaceEntitled to full textSection A: Introduction and BackgroundChapter 1 - Introduction, Pages 3-18 Chapter 2 - Information Literacy in Adult Returner Students: The Pre-Entry Class Case Study, Pages 19-33 Chapter 3 - Critical Thinking and Information Literacy, Pages 37-52 Chapter 4 - Epistemological Thinking, Metacognition and Their Relation to Critical Thinking and Information Literacy, Pages 53-66 Chapter 5 - Student Learning and Information Literacy, Pages 67-79 Chapter 6 - Curriculum Development and the New Curriculum for Information Literacy, Pages 83-101 Chapter 7 - The ACRL (2000) Standards and the ACRL (2015) Revised Framework, Pages 103-114 Chapter 8 - UNESCO Contributions to Information Literacy, Pages 115-128 Chapter 9 - Information Literacy and Social Epistemology, Pages 131-152 References, Pages 153-160 Index, Pages 161-165 Reviews Psychological Research Literature In Several Pertinent Areas Of Psychology And, In Particular, The Development Of Student's Informal Theories About Knowledge (ie, Their Epistemology), Their Critical Thinking And Their Metacognition (ie, Their Conscious Deliberative Control Of Their Own Thinking Processes)--back Cover. Anthony Anderson, Bill Johnston Includes Bibliographical References (pages 153-160) And Index.