Abstract
As students in higher education apply information literacy to academic work in the post-truth era, the findings from Kaufmann’s doctoral study uncover the student academic information experience perceptions of the sociocognitive relevance of information literacy. The Information Literacy Relevance Factors, that is, what makes information literacy relevant to students, are identified. The sociocognitive relevance of information literacy is further described and how information literacy sociocognitive relevance is measured is discussed. Information Literacy Relevance Factors in the post-truth era are explored and ways to take the research findings and apply these Information Literacy Relevance Factors in the “Real World” and in academic contexts and praxis are shared.
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Kaufmann, K.F. (2022). The “Real World” Relevance of Information Literacy: Part 2 – The Factors that Make Information Literacy Relevant in a Post-truth Era. In: Kurbanoğlu, S., Špiranec, S., Ünal, Y., Boustany, J., Kos, D. (eds) Information Literacy in a Post-Truth Era. ECIL 2021. Communications in Computer and Information Science, vol 1533. Springer, Cham. https://doi.org/10.1007/978-3-030-99885-1_38
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