Models for reflection and learning : a culturally inclusive response to the infomation literacy imbalance
Hughes, Hilary E., Bruce, Christine S., & Edwards, Sylvia L. (2007) Models for reflection and learning : a culturally inclusive response to the infomation literacy imbalance. In Andretta, Susie (Ed.) Change and challenge: Information literacy for the 21st century. Auslib Press, Blackwood, pp. 59-84.
|Published Version (PDF 1MB) |
Administrators only | Request a copy from author
This chapter focuses on an apparent information literacy imbalance between many university students’ well developed digital skills and less developed critical awareness. The adverse effect of this imbalance on their learning may be intensified by students’ differing cultural, linguistic and educational experiences. In addressing this imbalance we propose an information literacy approach, underpinned by a series of conceptual models, which fosters the reflective use of information for learning in a dynamic and culturally diverse higher education context. The models presented in this chapter combine principles of reflective practice, action research and information literacy in a framework that provides a sound theoretical base for fostering a critical approach to information use for learning. They are intended to be used both with and by learners and they have an inclusive orientation that accommodates cultural, linguistic and educational differences. Information literacy educators may find them useful as a basis for analysing learners’ needs and for designing and implementing evidence-based information literacy responses. Learners may use the models to scaffold their ongoing information literacy development or to monitor their research progress.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (link above) or contact the author: email@example.com|
|Keywords:||Information literacy, Information use, Internet searching, Reflective learning, Conceptual models, HERN|
|Subjects:||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 > INFORMATION AND COMPUTING SCIENCES (080000) > INFORMATION SYSTEMS (080600)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
Past > QUT Faculties & Divisions > Faculty of Science and Technology
|Copyright Owner:||Copright 2007 Auslib Press Pty Ltd.|
|Deposited On:||18 Apr 2007|
|Last Modified:||23 Aug 2012 00:05|
Repository Staff Only: item control page