The multiple-context relational approach generated by the empirical research

This research proposes that information literacy is a multi-faceted phenomenon whose interpretation depends on the context in which it is experienced. The students who participated in this study describe four categories of information literacy based on multiple contexts. These are: ‘Functional Literacy’, which is associated with a personal context; ‘Lifelong Learning’, which is associated with an academic context, and ‘Provision’ and ‘Education’, which are associated with the professional contexts of library service and learning support. In addition, the impact of the experience of information literacy is established through ‘transformation’ of the students’ world view, and ‘transfer’, illustrating the students’ ability to apply information literacy practices to deal with open-ended information goals.