Containers, genres, and formats, oh my: Creating sustainable concepts by connecting theory, research, practice, and education
01 Oct 2020-Vol. 57, Iss: 1
TL;DR: This panel will discuss how the concept of containers was developed and implemented in a multi‐institutional, IMLS‐grant‐funded research project and how panelists are currently deploying and planning to deploy this concept in their own practice.
Abstract: This interactive panel brings together researchers, practitioners, and educators to explore ways of connecting theory, research, practice, and LIS education around the issue of information format. Despite a growing awareness of the importance of information format to information seeking, discovery, use, and creation, LIS has no sound, theoretically‐informed basis for describing or discussing elements of format, with researchers and practitioners alike relying on know‐it‐when‐they‐see‐it understandings of format types. The Researching Students' Information Choices project has attempted to address this issue by developing the concept of containers, one element of format, and locating it within a descriptive taxonomy of other format elements based on well‐established theories from the field of Rhetorical Genre Studies. This panel will discuss how this concept was developed and implemented in a multi‐institutional, IMLS‐grant‐funded research project and how panelists are currently deploying and planning to deploy this concept in their own practice. Closing the loop in this way creates sustainable concepts that build a stronger field overall.
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TL;DR: In this paper, a conception of genre based on conventionalized social motives which are found in recurrent situation-types is proposed, and the thesis is that genre must be conceived in terms of rhetorical action rather than substance or form.
Abstract: This essay proposes a conception of genre based on conventionalized social motives which are found in recurrent situation‐types. The thesis is that genre must be conceived in terms of rhetorical action rather than substance or form.
2,796 citations
"Containers, genres, and formats, oh..." refers background in this paper
...Genres are defined as “typified rhetorical actions based in recurrent situations” (Miller, 1984, p. 159)....
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20 Feb 2014
TL;DR: The Framework for Information Literacy for Higher Education (ILMLF) as discussed by the authors ) is a framework for information literacy for higher education that includes guidelines for using it in higher education.
Abstract: Suggestions on How to Use the Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframeworkapps#suggestions) Introduction for Faculty and Administrators (http://www.ala.org/acrl/standards /ilframeworkapps#introfaculty) For Faculty: How to Use the Framework (http://www.ala.org/acrl/standards/ilframeworkapps#usefaculty) For Administrators: How to Support the Framework (http://www.ala.org/acrl/standards /ilframeworkapps#adminsupport)
763 citations
"Containers, genres, and formats, oh..." refers background in this paper
...Several scholars advocate for the incorporation of RGS into LIS, from both an information literacy and information organization perspective (Andersen, 2006; Andersen, 2008; Andersen, 2009; Andersen, 2015; Burkholder, 2010; Simmons, 2005)....
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TL;DR: This article proposes that the authors' information literacy instruction programs are extended to include tenets of genre theory as a way to move toward a more critical stance in their pedagogy.
Abstract: This article proposes that we extend our information literacy instruction programs to include tenets of genre theory as a way to move toward a more critical stance in our pedagogy. By developing an anthropologist's sensitivity to culture, academic librarians can learn the characteristics of the academic disciplines and then help students learn these characteristics as a way for them to understand the rhetorical practices in these fields. In making tacit practices visible, librarians can facilitate students' transitions into the cultures of their chosen disciplines. In this way, we can help students see that information is constructed and contested not monolithic and apolitical.
200 citations
"Containers, genres, and formats, oh..." refers background or methods in this paper
...Several scholars advocate for the incorporation of RGS into LIS, from both an information literacy and information organization perspective (Andersen, 2006; Andersen, 2008; Andersen, 2009; Andersen, 2015; Burkholder, 2010; Simmons, 2005)....
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...Because the use of genres often depends on specialized knowledge that students may not have (Simmons, 2005), the RSIC project developed and utilized the concept of containers....
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TL;DR: To demonstrate how information‐literacy is to have knowledge about information sources and that searching and using them is determined by an insight into how knowledge is socially organized in society, the paper takes a point of departure in Habermas' theory of the public sphere.
Abstract: Purpose – To provide some theoretical considerations concerning information literacy so as to contribute to a theoretically informed point of departure for understanding information literacy and to argue that to be an information literate person is to have knowledge about information sources and that searching and using them is determined by an insight into how knowledge is socially organized in society.Design/methodology/approach – Using concepts from composition studies that deal with the question of what a writer needs to know in order to produce a text, the paper outlines some ideas and key concepts in order to show how these ideas and concepts are useful to our understanding of information literacy. To demonstrate how information‐literacy is to have knowledge about information sources and that searching and using them is determined by an insight into how knowledge is socially organized in society, the paper takes a point of departure in Habermas' theory of the public sphere.Findings – Concludes that ...
90 citations
"Containers, genres, and formats, oh..." refers background in this paper
...Several scholars advocate for the incorporation of RGS into LIS, from both an information literacy and information organization perspective (Andersen, 2006; Andersen, 2008; Andersen, 2009; Andersen, 2015; Burkholder, 2010; Simmons, 2005)....
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