Characterizing The Relation between The Categories

The main aim of this section is to characterize and discus the set of relations between the categories which emerged from the second interviews. In accordance with chapter five discussions, the relations between the categories in this section will be characterized in two different levels; the first level will focus on discussing the overall relations between the categories and the main focus of the second one will be on explaining the relations between the critical aspects of the categories and their associated dimensions of variations.

6.3.1. First level: The Structure of The Outcome Space

The above overall categories, from , presented the complex aspects which influenced the ways in which the school librarians described the experienced and understood

phenomenon of IL. Although, all the categories which emerged described on specific

phenomenon which was IL, three different types of relations between all these categories was discovered. The following section presents these relations in more depth.

6.3.1.1. The Hierarchy Relation between Change and Light Conceptions (An Illumination and Catalyst for Change)

This relation was identified between categories . According to these categories IL was described as enabler for change and an illumination. It appeared that participants, within these categorise, were able to extend the concepts of IL to reflect abrader and more complex aspects of the phenomenon. Their awareness of different aspects of the phenomenon enabled them combine it to different contexts. They conceived IL as Catalyst for change because it has the aspects to help people change their lives, way of thinking, way of working and way of believing. It is the core of the life where the ability for regular change is vital. Hence, it is a light for those who want to learn how to practice, think and make better decisions. In another word, it is the candle for those who want to change (figure 21)

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Figure21 : The hierarchy relation between change and light conceptions 6.3.1.2. The Combined Relation between Chain of Processes Conceptions (Long –Time Process, Collaborative Process and Method to Support Educational Process)

This relation was found between categories . IL, according to these categorise, was understood as a process or part of the process. It has been seen from a less wide

perspective. This means, while, participants in categories were aware of the wider context and meaning, participants, according to were not able to identify and realize IL out of the educational context. To them, it is a collaborative, a long and

supportive process to meet the educational goals. Simultaneously, it is a collaborative process because it requires the intellectual and spiritual efforts from all educationists who are

involved in the educational process; hence, it will be a long term process which requires plans, arrangement and strategies. Those processes are all should be made to satisfy and support the educational process.

Accordingly, although there is no explicit relation between light and change categories and chain of processes categories, a two directional tacit relation could be identified. That is, to work in a collaborative way to support educational goals, educationists need to be receptive to change and open to seeing the possibilities. This relation is a doubled direction relation because it is vital for educationists who would like to adopt IL conceptions of a chain of processes to understand and realize the meanings of change and light conceptions to be able to promote change to current practices and the opposite is true. This means educationists who conceptualize IL as change and light need to understand other interpretations of chain of processes to be able to contribute to their context effectively (figure 22)

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Figure22 : Chain of process and light and change relation

6.3.1.3. The Individual Relation Uniqueness (Subject to The Purpose and Elite Idea for Outstanding People)

This relation, or more precisely attribute, was apparent in categories . According to these categories IL was perceived from a narrow perspective. The participants who experienced these perspectives were not able to alter the phenomenon to more than one subject around them. While, in category participants saw the phenomenon as relating only to outstanding students, in category participants stressed that IL needs specific requirements to be applicable. (Figure 23)

Figure23 : The individual relation

To sum up, the previous section discussed the types of the relations which were identified between the categories which emerged from the second phase interviews. It is important to

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mention that three different types of relations were identified; the hierarchy relation that reflected the meanings of changes and illuminations, the combined relation which reflected the meanings of the processes which were seen to be related to IL and finally the individual relation that reflected the meaning of uniqueness. The following section will discuss the second level which presents the relation between critical aspects of the categories and dimensions of variation.

6.3.2. The Second Level: Critical Aspects of the Categories and Dimensions of Variations

As mentioned in chapter five, the meaning of each way of understanding and the perceptions of IL reveals that there is a pattern of critical aspects which simultaneously created the current structure and meanings of IL. In this phase, the school librarians were able to discern seven different meanings of IL. Furthermore, they were able to reflect the variations of IL according to the corresponding dimensions. In other words, the dimensions of variations played a vital role in combining and separating the categories. The next section aims to examine the types of relations which emerged between the categories and the dimensions of variations.

6.3.2.1. The Role of the Dimensions in Combining and Discerning Categories

As mentioned in a previous section, three dimensions of variations, information use,

cognitive and inspirational, were acknowledged as playing a significant role in structuring the categories in the way they were presented and in discriminating and combining those

categories. Similarly to the first phase categories, each dimension of variation that was presented in each category had a noticeable influence on the perspectives which emerged. It is important to mention that dimensions of variations were able to discriminate the categories which emerged sectorally and within the parameter of each sector all the categories which emerged are presented to reflect the meaning and the experience of IL. For example, reflecting the meaning of IL from the information use focus has not been clear if only the meaning of one category was indicated. Thus, it was decided that the categories should be simultaneously combined and introduced, to be able to reflect the meaning of IL literacy from this specific sector. In accordance with this relation the cognitive and inspirational focuses are also indicated in the same way. This mean to be able to enhance the application of IL from the cognitive and inspirational viewpoints all the categories which emerged were introduced as one set not separated. Furthermore, understanding and reflecting all the

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meanings and focuses which emerged demanded the presentation of a more holistic approach of IL in order to meet the current needs of IL in a Syrian context. (Figure 24)

Figure24 : The influences of dimensions of variations on categories

As can be seen from the above diagram, the three dimensions of variations influenced the ways in which the categories were structured and discriminated. Notably, each dimension was able to discern an individual sector which included all the presented categories. Despite the fact that different relations were identified between the categories, each dimension was able to combine these categories as a one set of categories which reflect a specific focus. Therefore ,while the categories- categories relations discriminated the categories, the dimensions – categories relations combined the categories to be presented as a one set were required to be introduced together to reflect a specific meaning of IL . Moreover, combining and reflecting all of them consequently aim to provide a holistic approach to IL that reflects the Syrian school librarian‘s conceptions of IL. In the following section the researcher will compare the findings of this phase with the literature.

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6.4. Comparison With the Literature