Crossing literacy and informed learning boundaries with Manga

Smeaton, Kathleen, Maybee, Clarence, Bruce, Christine, and Hughes, Hilary (2016) Crossing literacy and informed learning boundaries with Manga. Access, 30 (1). pp. 12-26.

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Abstract

This research investigated high school students' experiences of informed learning in a literacy development workshop. It was conducted in the library of an Australian high school with a low socio-economic population. Building upon students' fascination with Manga fiction and artwork, the workshop was part of a larger university-community engagement project Crossing Boundaries with Reading which aimed to address widespread literacy challenges at the school.

The paper first provides a brief literature review that introduces the concept of informed learning, or the experience of using information to learn. In practice, informed learning fosters simultaneous learning about using information and learning about a topic. Thus, information is a transformative force that extends beyond functional information literacy skills. Then, the paper outlines the phenomenographic methodology used in this study, the workshop context and the research participants. The findings reveal three different ways that students experienced the workshop: as an art lesson; as a life lesson; and as an informed learning lesson. The discussion highlights the power of informed learning as a holistic approach to information literacy education.

The study’s findings are significant as students from low socio-economic backgrounds are often at risk of experiencing disadvantage throughout their lives if they do not develop a range of literacies including the ability to use information effectively. Responding to this problem, the paper provides an empirically-based example of informed learning to support further research and develop professional practice. While the research context is limited to one high school library, the findings are of potential value for teacher-librarians, educators and information professionals elsewhere.

Item ID: 55405
Item Type: Article (Research - C1)
ISSN: 1030-0155
Keywords: informed learning; school library; literacy; low literacy; Manga
Copyright Information: Copyright 2016 The Australian School Library Association Inc. (ASLA)
Date Deposited: 12 Sep 2018 00:03
FoR Codes: 13 EDUCATION @ 34%
13 EDUCATION > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) @ 33%
13 EDUCATION > 1399 Other Education @ 33%
SEO Codes: 95 CULTURAL UNDERSTANDING > 9501 Arts and Leisure > 950104 The Creative Arts (incl. Graphics and Craft) @ 50%
93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930199 Learner and Learning not elsewhere classified @ 50%
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