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Author
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Geoff Walton and Jamie Cleland
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Year
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2017
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Publisher
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emerald insight
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Abstract
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The purpose of this paper is to present a qualitative investigation into whether online textual postings, produced by undergraduate students as part of an undergraduate module, can demonstrate their information literacy (IL) capabilities as a discursive competence and socially enacted practice. It also asks whether these online postings embody power relations between students, tutors and librarians.
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Language
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English