Comparison of the identified aporias in the review with the proposed tensions and contradictions in IL scholarship
| Metatheoretical dimensions | Aporias (Author) | Todd (2000) | Pawley (2003) | Kerr (2010) | Haider and Sundin (2022) | Hicks et al. (2024b) |
|---|---|---|---|---|---|---|
| Ontology/epistemology | Truth | – | – | – | Trust paradox (necessary mistrust vs. cynical and nihilistic position) | – |
| Ontology/epistemology | Knowledge and data | – | – | – | – | Different ways of knowing related to IL |
| Ontology/epistemology | Information behavior | – | – | – | Temporal paradox (responding to existing information vs. practices for future information encounters) | – |
| Definition | Genericism versus contextuality | Seemingly incommensurable definitions of IL (e.g. attributes-centered vs. living-centered conceptions) | Standardized vs. contextual approach to IL | Competing definitions and theories for IL | – | – |
| Ontology/axiology | Ideology and political economy | Rhetoric of IL for quality of life and personal empowerment vs. limited systematic validation | IL for empowerment and democracy vs. social control of information Naturalizing vs. articulating moral and political ideologies of IL Structure vs. agency in information production and recontextualization | – | Normativity paradox (contextual plurality of IL vs. democratic participation) Responsibility paradox (information consumer vs. rational citizens) Neutrality paradox (use of IL for advancing vs. destabilizing democracy) | Individual agency vs. sociocultural conditions Moral implications of IL Normative (political and ideological) values conditioning IL |
| Ontology/axiology | Illiteracy | Educational practices for developing individual competencies vs. IL in everyday life and social environment | – | – | – | – |
| Metatheoretical dimensions | Aporias (Author) | |||||
|---|---|---|---|---|---|---|
| Ontology/epistemology | Truth | – | – | – | Trust paradox (necessary mistrust vs. cynical and nihilistic position) | – |
| Ontology/epistemology | Knowledge and data | – | – | – | – | Different ways of knowing related to IL |
| Ontology/epistemology | Information behavior | – | – | – | Temporal paradox (responding to existing information vs. practices for future information encounters) | – |
| Definition | Genericism versus contextuality | Seemingly incommensurable definitions of IL (e.g. attributes-centered vs. living-centered conceptions) | Standardized vs. contextual approach to IL | Competing definitions and theories for IL | – | – |
| Ontology/axiology | Ideology and political economy | Rhetoric of IL for quality of life and personal empowerment vs. limited systematic validation | IL for empowerment and democracy vs. social control of information | – | Normativity paradox (contextual plurality of IL vs. democratic participation) | Individual agency vs. sociocultural conditions |
| Ontology/axiology | Illiteracy | Educational practices for developing individual competencies vs. IL in everyday life and social environment | – | – | – | – |
Note(s): Entries indicate the closest conceptual resonance rather than one-to-one equivalence. “–” indicates no direct correspondence identified in the cited source. One tension in Kerr (2010) concerning “incongruence between espoused theories vs. theories-in-use of IL” is not mapped to the six aporias because it pertains to the theory–practice gap, which is excluded from the scope of this review
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