E-learning objects and actor-networks as configuring information literacy teaching

Research output: Contribution to journal › Conference article › Research › peer-review

Standard

E-learning objects and actor-networks as configuring information literacy teaching. / Schreiber, Trine Louise.

In: Information Research, Vol. 22, No. 1, 03.2017.

Research output: Contribution to journal › Conference article › Research › peer-review

Harvard

Schreiber, TL 2017, 'E-learning objects and actor-networks as configuring information literacy teaching', Information Research, vol. 22, no. 1. <http://www.informationr.net/ir/22-1/colis/colis1605.html>

APA

Schreiber, T. L. (2017). E-learning objects and actor-networks as configuring information literacy teaching. Information Research, 22(1). http://www.informationr.net/ir/22-1/colis/colis1605.html

Vancouver

Schreiber TL. E-learning objects and actor-networks as configuring information literacy teaching. Information Research. 2017 Mar;22(1).

Author

Schreiber, Trine Louise. / E-learning objects and actor-networks as configuring information literacy teaching. In: Information Research. 2017 ; Vol. 22, No. 1.

Bibtex

@inproceedings{36fb8018f09845529407107a5f890d52,
title = "E-learning objects and actor-networks as configuring information literacy teaching",
abstract = "Introduction. With actor-network theory (ANT) as the theoretical lens the aim of the paper is to examine attempts to build network for shaping information literacy teaching.Method. The paper is based on a study of a project in 2014-2016 where information professionals representing ten educational libraries produced and implemented e-learning objects in information literacy teaching. The material was collected through interviews, observations, documents and feedback sessions. Analysis. Latour´s concept of translation and Callon´s four translation moments are used to analyze the network building during the time of the project. The analysis followed the network building and retraced different knowledge claims which were put into play by the actors. Results. The study reveals that the e-learning objects produced during the time got an important role in a network building. Further, it also shows that a network configuring information literacy teaching based on new interactive roles has not been stabilized.Conclusion. The paper concludes that the strength of ANT is first of all the mediation of an overview of different kinds of actors involved in network building. Further, the paper proposes to combine findings of earlier research on conditions of information literacy teaching with studies based on ANT.",
author = "Schreiber, {Trine Louise}",
year = "2017",
month = mar,
language = "Dansk",
volume = "22",
journal = "Information Research",
issn = "1368-1613",
publisher = "University of Sheffield Department of Information Studies",
number = "1",
note = "Ninth International Conference on Conceptions of Library and Information Science, CoLIS9 ; Conference date: 27-06-2016 Through 29-06-2016",
url = "http://www.abm.uu.se/colis9/",

}

RIS

TY - GEN

T1 - E-learning objects and actor-networks as configuring information literacy teaching

AU - Schreiber, Trine Louise

PY - 2017/3

Y1 - 2017/3

N2 - Introduction. With actor-network theory (ANT) as the theoretical lens the aim of the paper is to examine attempts to build network for shaping information literacy teaching.Method. The paper is based on a study of a project in 2014-2016 where information professionals representing ten educational libraries produced and implemented e-learning objects in information literacy teaching. The material was collected through interviews, observations, documents and feedback sessions. Analysis. Latour´s concept of translation and Callon´s four translation moments are used to analyze the network building during the time of the project. The analysis followed the network building and retraced different knowledge claims which were put into play by the actors. Results. The study reveals that the e-learning objects produced during the time got an important role in a network building. Further, it also shows that a network configuring information literacy teaching based on new interactive roles has not been stabilized.Conclusion. The paper concludes that the strength of ANT is first of all the mediation of an overview of different kinds of actors involved in network building. Further, the paper proposes to combine findings of earlier research on conditions of information literacy teaching with studies based on ANT.

AB - Introduction. With actor-network theory (ANT) as the theoretical lens the aim of the paper is to examine attempts to build network for shaping information literacy teaching.Method. The paper is based on a study of a project in 2014-2016 where information professionals representing ten educational libraries produced and implemented e-learning objects in information literacy teaching. The material was collected through interviews, observations, documents and feedback sessions. Analysis. Latour´s concept of translation and Callon´s four translation moments are used to analyze the network building during the time of the project. The analysis followed the network building and retraced different knowledge claims which were put into play by the actors. Results. The study reveals that the e-learning objects produced during the time got an important role in a network building. Further, it also shows that a network configuring information literacy teaching based on new interactive roles has not been stabilized.Conclusion. The paper concludes that the strength of ANT is first of all the mediation of an overview of different kinds of actors involved in network building. Further, the paper proposes to combine findings of earlier research on conditions of information literacy teaching with studies based on ANT.

M3 - Konferenceartikel

VL - 22

JO - Information Research

JF - Information Research

SN - 1368-1613

IS - 1

T2 - Ninth International Conference on Conceptions of Library and Information Science

Y2 - 27 June 2016 through 29 June 2016

ER -

ID: 167505050