Library and Information Science

Library and Information Science ISSN: 2435-8495
三田図書館・情報学会 Mita Society for Library and Information Science
〒108‒8345 東京都港区三田2‒15‒45 慶應義塾大学文学部図書館・情報学専攻内 c/o Keio University, 2-15-45 Mita, Minato-ku, Tokyo 108-8345, Japan
Library and Information Science 56: 1-21 (2006)

原著論文Original Article

情報リテラシー教育における関係論的アプローチの意義と限界Christine S. Bruceの理論を中心にSignificance of and limits to a relational approach to information literacy education: Focusing on Christine S. Bruce’s theory

梅花女子大学文化表現学部Faculty of Cultural and Expression Studies, Baika Woman’s University ◇ 〒567-8578 大阪府茨木市宿久庄二丁目19番5号 ◇ Shukunosho 2-19-5, Ibaragi-shi, Osaka 567-8578, Japan

受付日:2005年7月29日Received: July 29, 2005
受理日:2006年5月25日Accepted: May 25, 2006
発行日:2007年1月25日Published: January 25, 2007

本論文の目的は,情報リテラシー教育においてChristine S. Bruceが提唱した関係論的アプローチの意義と限界を明らかにすることである。



The purpose of this paper is to discuss the significance of and limits to Christine S. Bruce’s relational approach in information literacy education.

In information literacy education, the approaches that exist in the base of education have not been discussed adequately. In this paper, we review and analyse the characteristics of three approaches to information literacy education based on Bruce’s classification: the behavioral approach, the constructivist approach, and the relational approach. The analysis is based on the perspective of the human user and information use. Because understanding human beings as members of society is important to examine education, which makes human beings acquire shared knowledge in a society, and the perspective of information use is important to examine information literacy, which is ability related to information use.

As a result of our comparison, we suggest that Bruce’s relational approach, which combines both human sense-making and the objects, overcomes the limits of the behavioral approach and the constructivist approach. Further more, we suggest that introducing a situational approach to Bruce’s relational approach overcomes the limits of the relational approach and offers a new perspective on information literacy education.

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