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Kajian Dalam Bidang Ilmu Perpustakaan dan Informasi: Filosofi, Teori, dan Praktik

In recent years there has been growing criticism of the behavioural
perspective to information literacy (Johnston & Webber, 2003). The
behavioural perspective focuses on the process and the behavior of
individuals getting and using information, but it is not related to the
assessment of how people use and engage with information in order to learn
(Bruce, 2008). The standards derived from the behavioural perspective are
a list of skills that are necessary for the information literate individual to
possess; Johnston and Webber (2003) suggest that this is little more than a
‘tick the box’ approach, which only “[reduces] a complex set of skills and
knowledge to small, discrete units” (p.337).
Another limitation of the behavioural perspective is its disposition
to restrict understandings of information literacy to a concept that applies
only in library or educational settings. Therefore Campbell (2008) argues
the need for interpretations of information literacy that will encompass
more diverse forms of information and more extensive information
environments.
The recent ARCL Framework represents a shift away from the
behavioural perspective to one that also acknowledges the role of
effect, cognition, and attitudes in an individual’s engagement with their
information worlds. This point has been recognized in other information
literacy perspectives.

2) Relational Perspective
The relational perspective of information literacy was introduced
by Bruce (1997) and is derived from a study of information literacy
as experienced by university academics. The relational perspective
of information literacy focuses on the various ways people relate to
information and interact with elements of their informational worlds.
Bruce’s study used phenomenography. This is a method that explores
differences or variations in how people experience particular aspects in the
world. In Bruce’s study the aspect being explored was how information
literacy was experienced among people who use information. The people
who took part in the study were academics, librarians, learning advisors
and educational developers. The results of Bruce’s study identified seven
different ways in which participants experienced information literacy. Her
work
The Seven Faces of Information Literacy is described in table 1. As a
result of her study Bruce described the information literate person as being
“one who experiences information literacy in a range of ways, and is able
to determine the nature of experience as it is necessary to draw upon in new
situations” (1997, p. 169). Bruce’s research is significant as it is the first

222 Ways Of Understanding Information Literacy: The Identification ...