Women’s epistemological development: Implications for undergraduate information literacy instruction
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Date
2001
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Elsevier Science Inc.
Abstract
Over the past 30 years, researchers have asked how women learn and how they fit their learning into epistemological, or knowledge, structures. Yet no one has thoroughly related women's stages of knowledge to the Association of College and Research Libraries' (ACRL's) Information Literacy Competency Standards for Higher Education. This article surveys key models of intellectual development, particularly those that have investigated gender differences. It then asks how those woman-centered models might be used to re-read the ACRL's Information Literacy Competency Standards for Higher Education and suggests some possible instructional strategies to ensure that varying stages of development are taken into account. Finally, it suggests directions for further research.
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Anne M. Fields, "Women’s epistemological development: Implications for undergraduate information literacy instruction," Research Strategies 18, no. 3 (2001), doi:10.1016/S0734-3310(02)00089-7