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Special Issue: Information Literacy: from Practice to Research and Back Again Guest Editors: Gaby Haddow and Min Chou

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Special Issue: Information Literacy: from Practice to Research and Back Again Guest Editors: Gaby Haddow and Min Chou IFLA Volume 46 Number 2 June 2020 IFLA Contents Special Issue: Information literacy: From practice to research and back again Guest Editors: Gaby Haddow and Min Chou Editorial Information literacy: From practice to research and back again 105 Gaby Haddow and Min Chou Articles Knowledge visualization and mapping of information literacy, 1975–2018 107 Omwoyo Bosire Onyancha Refining information literacy practice: Examining the foundations of information literacy theory 124 Michael Flierl and Clarence Maybee Theory into practice: Challenges and implications for information literacy teaching 133 Deborah Schachter Playful learning for information literacy development 143 Andrew Walsh Curating knowledge, creating change: University Knowledge Center, Kosovo national transition 151 Mary M. Somerville, Anita Mirjamdotter, Edmond Harjizi, Elham Sayyad-Abdi, Michele Gibney, Christine Bruce and Ian Stoodley Adult learning theories and autoethnography: Informing the practice of information literacy 163 Karen Bordonaro Studying visual literacy: Research methods and the use of visual evidence 172 Krystyna K. Matusiak Abstracts 182 Aims and Scope IFLA Journal is an international journal publishing peer reviewed articles on library and information services and the social, political and economic issues that impact access to information through libraries. The Journal publishes research, case studies and essays that reflect the broad spectrum of the profession internationally. To submit an article to IFLA Journal please visit: journals.sagepub.com/home/ifl IFLA Journal Official Journal of the International Federation of Library Associations and Institutions ISSN 0340-0352 [print] 1745-2651 [online] Published 4 times a year in March, June, October and December Editor Steve Witt, University of Illinois at Urbana-Champaign, 321 Main Library, MC – 522 1408 W. Gregory Drive, Urbana, IL, USA. Email: [email protected] Editorial Committee Sanjay Kumar Bihani, Library and Information Officer Ministry of External Affairs, India. Amanda Cossham, (At Large) Open Polytechnic, New Zealand. Email: [email protected] Milena Dobreva-McPherson, University College London Qatar, Qatar. Email: [email protected] Amany M. Elsayed, (Africa Representative) Helwan University, Egypt. Email: [email protected] Anne Goulding, School of Information Management, Victoria University of Wellington, New Zealand. Email: [email protected] Perla Innocenti, Northumbria University, UK. Email: [email protected] Mahmood Khosrowjerdi, Allameh Tabataba’i University, Tehran, Iran. Email: [email protected]/[email protected] Debbie Rabina, Pratt Institute, USA. Email: [email protected] Egbert J. Sanchez-Vanderkast, Instituto de Investigaciones Bibliotecolo´gicas y de la Informacio´n, Universidad Nacional Auto´noma de Me´xico, Mexico. Diljit Singh, (Asia Oceania Representative) University of Malaya (retired), Kuala Lumpur, Malaysia. Email: [email protected] Shali Zhang, (Chair) Auburn University, USA. Email: [email protected] Lihong Zhou, Wuhan University, China. Email: [email protected] Publisher SAGE, Los Angeles, London, New Delhi, Singapore, Washington DC and Melbourne. Copyright © 2020 International Federation of Library Associations and Institutions. UK: Apart from fair dealing for the purposes of research or private study, or criticism or review, and only as permitted under the Copyright, Designs and Patents Acts 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the Publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency (www.cla.co.uk/). US: Authorization to photocopy journal material may be obtained directly from SAGE Publications or through a licence from the Copyright Clearance Center, Inc. (www.copyright.com/). Inquiries concerning reproduction outside those terms should be sent to SAGE. Annual subscription (4 issues, 2020) Free to IFLA members. Non-members: full rate (includes electronic version) £339/$625. Prices include postage. Full rate subscriptions include the right for members of the subscribing institution to access the electronic content of the journal at no extra charge from SAGE. The content can be accessed online through a number of electronic journal intermediaries, who may charge for access. Free e-mail alerts of contents listings are also available. For full details visit the SAGE website: sagepublishing.com Student discounts, single issue rates and advertising details are available from SAGE, 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP, UK. Tel: +44 (0) 20 7324 8500; e-mail: [email protected]; website: sagepublishing.com. In North America from SAGE Publications, PO Box 5096, Thousand Oaks, CA 91359, USA. Please visit journals.sagepub.com/home/ifl and click on More about this journal, then Abstracting/indexing, to view a full list of databases in which this journal is indexed. Printed on acid-free paper by Henry Ling Limited, Dorchester, UK. IFLA Editorial International Federation of Library Associations and Institutions 2020, Vol. 46(2) 105–106 Information literacy: From practice ª The Author(s) 2020 Article reuse guidelines: to research and back again sagepub.com/journals-permissions DOI: 10.1177/0340035220924646 journals.sagepub.com/home/ifl Gaby Haddow Curtin University, Australia Min Chou New Jersey City University, USA This special issue of IFLA Journal had its origins in a developing knowledge to guide information literacy highly successful joint session at the 2018 IFLA practice across disciplines, contexts and environ- World Library and Information Congress in Kuala ments. We are delighted that this special issue has Lumpur, which was followed by a call for papers. realised that intent. Organised by the Library Theory and Research and Opening the issue is an article that applies biblio- Information Literacy Sections, the session, ‘Informa- metric research methods to map the evolution of tion Literacy: From Practice to Research and Back information literacy from 1975 to 2018. Onyancha’s Again’, attracted a large number of delegates at the findings demonstrate the importance of interdisci- Congress, to the extent that additional chairs were plinary and collaborative approaches to delivering needed in the already sizeable auditorium. While the information literacy in today’s learning environ- popularity of the session was pleasing in that it illu- ments. Continuing with the focus of learning envir- strated the topic’s interest to information profession- onments, Flierl and Maybee discuss the need to als at the venue, it is equally if not more satisfying to consider information literacy educational practice see the traction that the topic has gained after many in the higher education sector. The authors are con- years of significant research in the field. cerned that some existing information literacy the- Since 1974, when the term ‘information literacy’ ories may be biased towards a 20th-century was first used, the field has received a vast amount of European world view, and that engagement with attention from both practical and research perspec- information literacy theory is critical in justifying tives. With the potential to transform lives and soci- practice in the higher education sector. Schachter’s eties, the importance of information literacy is article also focuses on information literacy teaching appreciated worldwide. Our understandings of infor- practices in higher education institutions. This arti- mation literacy come from across the globe and range cle emphasises the need to improve librarians’ in focus from practice-based to highly theoretical, awareness and application of theory. from everyday life to education and workplace set- The next three articles look at different methodo- tings, and for infants through to the elderly. The 2018 logical approaches to developing information literacy session and this special issue demonstrate that and learning. Walsh describes playful learning as situ- breadth. ated within a socially constructed approach. The arti- The title – ‘Information Literacy: From Practice to cle discusses some barriers to using playful learning Research and Back Again’ – was designed to encom- in information literacy and encourages greater recog- pass the theoretical underpinnings and theory that can nition of its value and further development. Colla- inform practice, the analytical skills critical to infor- borative system design is the focus of the next mation literacy, the research models that contribute to article by Somerville, Mirijamdotter, Hajrizi, building new theory, the challenges of applying the- ory in practice, how learning theories can inform Corresponding author: practice, and cultural perspectives associated with Gaby Haddow, School of Media, Creative Arts and Social Inquiry, learning. Our aim was to look beyond standards and Curtin University, GPO Box U1987, Perth, 6845, Australia. processes, engaging instead in the potential for Email: [email protected] 106 IFLA Journal 46(2) Sayyad-Abdi, Gibney, Bruce and Stoodley. Using a information practice. The findings reveal a relatively real-world example – the building of an institutional new subject of research emerging in the field. Quan- repository – the authors provide a road map for others titative approaches are the most common methods wishing to use an inclusive approach for the co-design applied, and visual evidence
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