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Bruce, Edwards and Lupton (2007) define the "relational frame" of information literacy (IL) education as one within which all other frames can be integrated, from the "content" and "competency" frames which are based on objective measures, through learningbased frames which are subjective, to an intersubjective, social impact frame. Put more simply, they propose that IL education and application can and should vary in form depending on the context. Through analysis of the critical and socialdoi:10.11645/3.2.209 fatcat:pwgivoraf5fjdigc3dm2ufblsi