The purpose of this paper is to discuss the significance of and limits to Christine S. Bruce's relational approach in information literacy education.
In information literacy education, the approaches that exist in the base of education have not been discussed adequately. In this paper, we review and analyse the characteristics of three approaches to information literacy education based on Bruce's classification: the behavioral approach, the constructivist approach, and the relational approach. The analysis is based on the perspective of the human user and information use. Because understanding human beings as members of society is important to examine education, which makes human beings acquire shared knowledge in a society, and the perspective of information use is important to examine information literacy, which is ability related to information use.
As a result of our comparison, we suggest that Bruce's relational approach, which combines both human sense-making and the objects, overcomes the limits of the behavioral approach and the constructivist approach. Further more, we suggest that introducing a situational approach to Bruce's relational approach overcomes the limits of the relational approach and o

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