Susie Andretta (2007) Phenomenography: a conceptual framework for information literacy education, ASLIB Proceedings (2007) Volume: 59, Issue: 2
By exploring learning from the learners point of view, and by focusing on the relationship between user/learner and information, the relational model proposes an holistic evaluation of learning exemplified by the qualitative changes in the way a person conceives and interacts with the world, rather than the testing of the amount of knowledge, or measuring the set of skills a learner acquires. The relational model promoted by Bruce et al. (2006), explores the dynamic relationship between learner and information within the context of information literacy, although the conceptual framework of the six frames of information literacy could be applied to any subject-specific scenario. This perspective necessarily calls for a shift of emphasis in Higher Education provision away from a learning what approach and towards a learning how attitude. To facilitate this shift Bruce et al. (2006) suggest that the relational model can be used to moderate other approaches to information literacy, thus promoting a pedagogy based on variation of learning that fosters independent and lifelong learning attitudes.
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