Information Literacy in the Context of Electronic Learning in India: a Phenomenographic Study

This study explores the concept of information literacy within e-learning environments through a phenomenographic lens, aiming to understand how LIS professionals and educators' experience and use information effectively in virtual learning contexts either as a learner or an instructor.The method seeks to uncover the different ways IL practitioners perceive and approach information literacy tasks in online settings.Data were collected through semi-structured interviews for 12 LIS professionals -PhD students of LIS, LIS faculty, senior and junior librarians of higher institutions in India who have had electronic learning experience.The resulting analysis of outcome space identifies six dimensions of variation and seven categories in Table 3 with foci of intersection.The evolving relationship of the categories was also revealed in a basic target diagram with critical thinking skills as the nucleus.These categories show diverse understanding of IL practitioners in terms of skills and other requirements of IL in the context of VLE such as critical thinking, computer technology facility, independent learning, ethical use, IL instruction, learning outcome and expert's opinions.The findings highlight the complexity of information literacy in e-learning environments and emphasize the importance of designing instructional practices and resources that address these diverse experiences.