Learning to use information : informed learning in the undergraduate classroom

Maybee, Clarence, Bruce, Christine Susan, Lupton, Mandy, & 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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Abstract

“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.

Impact and interest:

9 citations in Scopus
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4 citations in Web of Science®

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123 since deposited on 04 Jun 2013
28 in the past twelve months

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ID Code: 60579
Item Type: Journal Article
Refereed: Yes
Keywords: informed learning, information literacy, variation theory, phenomenography, HERN
DOI: 10.1016/j.lisr.2013.04.002
ISSN: 0740-8188
Subjects: Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Information Systems
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright © 2013 Elsevier Inc.
Copyright Statement: This is the author’s version of a work that was accepted for publication in Library & Information Science Research. 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 Library & Information Science Research, [VOL 35, ISSUE 3, (2013)] DOI: 10.1016/j.lisr.2013.04.002
Deposited On: 04 Jun 2013 00:14
Last Modified: 04 Aug 2014 12:53

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