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

English academics’ experiences of information literacy, Andretta (2012)
investigated the experience of information literacy among postgraduate
student studying Information Services Management, and Johnston (2014)
investigated the information literacy experiences of English as a Foreign
Language students.
The relational perspective would be essential for information literacy
research to investigate the way people learning and to reveal some
important aspects that is beneficial to improve people’s experience on
using information (Bruce, 1997). It represents scholarly approach that can
be applied for personal development as a requirement to be information
literate individuals (Catt, 2005).

3) Sociocultural Perspective
The sociocultural perspective to information literacy emphasizes the
relationship between individuals and communities where they engaged to
(Limberg, Sundin & Talja, 2012). The information literacy was identified
as a transformative agent that enable individuals to learn from the
others (Lloyd, 2005). In this perspective the use of physical artefacts for
communicating and for creating a relationship is emphasized (Limberg,
Sundin & Talja, 2012). This includes artefacts which enable people to find,
work with and use information, for instance scientific journals, databases
and websites. James Wertsch (in Limberg, 2012) describes the sociocultural
perspective as being primarily concerned with describing, interpreting, or
explaining an action. Using the word action emphasises that information
seeking happens through a succession of activities of social character,
information seeking is thus seen as embedded and embodied in different
social practices (Lloyd, 2010). Artefacts and activities take on meanings
in certain practices as certain points and therefore information literacy
meaning should take these practices as a starting point.
Sociocultural perspective is being used to inform a growing number
of information literacy studies. For instance Spiranec and Zorica’s (2010)
study attempt to re-conceptualized the definition of information literacy and
identified the development of information literacy. The study focused on
literature review and descriptive analysis from the features of information
literacy, information literacy 2.0 and library user education. Spiranec and
Zorica (2010) say that while the conceptual core of information literacy is
on the abilities of an individual to seek and use information, the theoretical
foundation of information literacy has constantly examined. A shifting
focus of information literacy from traditional understanding towards
information literacy 2.0 was identified. To be exact, information literacy 2.0
is recognised as a concept that emphasizes a social, economic and cultural

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