Sociological Info Literacy

This illuminating resource presents an alternative, more holistic approach to information literacy that is not commonly explored. Neely investigates a number of sociological and psychological factors believed to affect college-level students' ability to make judgements, including exposure to and experience in information environments and subsequent performance in such environments. Sociological and Psychological Aspects of Information Literacy in Higher Education describes Neely's investigation, her data collection methods, as well as her data analysis, and explains how her thesis research led her to create guidelines on how academic institutions can improve their approach to information literacy. Included are several recommendations for those exploring future research options on information literacy, as well as guidelines on how academic institutions can better serve students in information literacy.

This illuminating resource presents an alternative, more holistic approach to information literacy that is not commonly explored. Neely investigates a number of sociological and psychological factors believed to affect college-level students' ability to make judgements, including exposure to and experience in information environments and subsequent performance in such environments.

Booknews

In an attempt to attach some measurable values to information literacy in the context of higher education, reference librarian Neely (U of Maryland-Baltimore) identifies the elements of attitude, performance, relationship with faculty, and exposure to and experience in the library and information science environment. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Teresa Y. Neely, Ph.D. is currently head of reference, Albin O. Kuhn Library & Gallery, University of Maryland, Baltimore County. She has also worked at Colorado State University Libraries, and has published several works on subjects in library science.