Learning to use information: informed learning in the undergraduate classroom

Maybee, Clarence, Bruce, Christine S., Lupton, Mandy, and Rebmann, Kristen (2013) Learning to use information: informed learning in the undergraduate classroom. Library & Information Science Research, 35 (3). pp. 200-206.

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“Informed learning” is a pedagogy that focuses on learning subject content through engaging with academic or professional information practices. Adopting the position that more powerful learning is achieved where students are taught how to use information and subject content simultaneously, the research reported here investigated an informed learning lesson. Using phenomenographic methods, student’s experiences of the lesson were compared to what the teacher enacted in the classroom. Based on an analysis of student interviews using variation theory, three ways of experiencing the informed learning lesson emerged. Some students understood the lesson to be about learning to use information, i.e., researching and writing an academic paper, while others understood it as focusing on understanding both subject content and information use simultaneously. Although the results of this study are highly contextualized, the findings suggest criteria to consider when designing informed learning lessons.

Item ID: 55436
Item Type: Article (Research - C1)
ISSN: 1873-1848
Keywords: informed learning; information literacy; variation theory; phenomenography; HERN
Copyright Information: Copyright © 2013 Elsevier Inc. All rights reserved.
Date Deposited: 14 Sep 2018 05:02
FoR Codes: 08 INFORMATION AND COMPUTING SCIENCES > 0807 Library and Information Studies @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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