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Approaches to learning information literacy : a phenomenographic study

Diehm, Rae-Anne & Lupton, Mandy (2012) Approaches to learning information literacy : a phenomenographic study. The Journal of Academic Librarianship, 38(4), pp. 217-225.

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Abstract

This paper reports on an empirical study that explores the ways students approach learning to find and use information. Based on interviews with 15 education students in an Australian university, this study uses phenomenography as its methodological and theoretical basis. The study reveals that students use three main strategies for learning information literacy: 1) learning by doing; 2) learning by trial and error; and 3) learning by interacting with other people. Understanding the different ways that students approach learning information literacy will assist librarians and faculty to design and provide more effective information literacy education.

Impact and interest:

5 citations in Scopus
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2 citations in Web of Science®

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239 since deposited on 25 Jun 2012
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ID Code: 51049
Item Type: Journal Article
Keywords: information literacy, university students, phenomenography, learning
DOI: 10.1016/j.acalib.2012.05.003
ISSN: 0099-1333
Subjects: Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700) > Human Information Behaviour (080703)
Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700) > Librarianship (080706)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Divisions: Current > QUT Faculties and Divisions > Chancellery
Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Copyright Owner: Copyright 2012 Elsevier
Copyright Statement: This is the author’s version of a work that was accepted for publication in <The Journal of Academic Librarianship>. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Journal of Academic Librarianship, Volume 38, Issue 4, (2012)] DOI: 10.1016/j.acalib.2012.05.003
Deposited On: 26 Jun 2012 08:39
Last Modified: 29 Aug 2013 10:33

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