Designing rich information experiences to shape learning outcomes

Maybee, Clarence, Bruce, Christine Susan, Lupton, Mandy, and Rebmann, Kristen (2017) Designing rich information experiences to shape learning outcomes. Studies in Higher Education, 42 (12). pp. 2373-2388.

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Students in higher education typically learn to use information as part of their course of study, which is intended to support ongoing academic, personal and professional growth. Informing the development of effective information literacy education, this research uses a phenomenographic approach to investigate the experiences of a teacher and students engaged in lessons focused on exploring language and gender topics by tracing and analyzing their evolution through scholarly discourse. The findings suggest that the way learners use information influences content-focused learning outcomes, and reveal how teachers may enact lessons that enable students to learn to use information in ways that foster a specific understanding of the topic they are investigating.

Item ID: 53391
Item Type: Article (Research - C1)
ISSN: 1470-174X
Keywords: informed learning; information literacy; pedagogy; phenomenography; variation theory
Date Deposited: 03 May 2018 01:18
FoR Codes: 39 EDUCATION > 3903 Education systems > 390303 Higher education @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930199 Learner and Learning not elsewhere classified @ 50%
89 INFORMATION AND COMMUNICATION SERVICES > 8903 Information Services > 890399 Information Services not elsewhere classified @ 50%
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