Experiences of informed learning in the undergraduate classroom

Maybee, Clarence (2014) Experiences of informed learning in the undergraduate classroom. In Bruce, Christine S., Davis, Kate, Hughes, Hilary E., Partridge, Helen L., & Stoodley, Ian D. (Eds.) Information Experience : Approaches to Theory and Practice. Emerald Group Publishing Limited, pp. 259-274.

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This chapter discusses using phenomenography to study information experience. Phenomenographers aim to investigate people’s experiences of the world around them, which is comprised of the interrelationship between an individual and a phenomenon they are focusing on. Phenomenography has been identified as a research approach suited to the study of information experience.

Phenomenographic research investigating experiences of using information in different contexts has led to the development of informed learning, which is an approach to information literacy that emphasizes learning as an outcome of using information. Recent research focusing on information experience has been referred to as informed learning research. The preliminary findings from a current informed learning study illustrate the educative benefits of researching information experience. This study investigates a classroom lesson, in which a teacher outlines an assignment that requires the students to understand a language and gender topic by investigating the evolution of research on the topic. The lesson is experienced in multiple ways by the students and the analysis suggests a way of enhancing the lesson to enable more students to experience it in the way intended by the teacher.

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ID Code: 75166
Item Type: Book Chapter
Keywords: variation theory, learning study, information literacy, phenomenography, HERN, informed learning
DOI: 10.1108/S1876-056220140000010013
ISBN: 9781783508150
Subjects: Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > Schools > School of Information Systems
Current > QUT Faculties and Divisions > Science & Engineering Faculty
Copyright Owner: Copyright 2014 Emerald Group Publishing Limited
Copyright Statement: This article is © Emerald Group Publishing and permission has been granted for this version to appear here
(https://eprints.qut.edu.au/). Emerald does not grant permission for this article to be further copied/distributed or hosted
elsewhere without the express permission from Emerald Group Publishing Limited.
Deposited On: 17 Aug 2014 22:54
Last Modified: 17 Oct 2015 22:13

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