Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes

Maybee, Clarence Dale (2015) Informed learning in the undergraduate classroom: The role of information experiences in shaping outcomes. PhD thesis, Queensland University of Technology.


This research aimed to inform the design of effective information literacy lessons in higher education. Phenomenography, a research approach designed to study human experience, was used to explore the experiences of a teacher and undergraduate students using information to learn about language and gender issues. The findings show that the way learners use information influences content-focused learning outcomes, and reveal an instructional pattern for enabling students to use information while becoming aware of the topic they are investigating. Based on the findings, a design model is offered in which learning outcomes are realized through targeted information literacy activities.

Impact and interest:

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161 since deposited on 14 Dec 2015
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ID Code: 89685
Item Type: QUT Thesis (PhD)
Supervisor: Bruce, Christine, Lupton, Mandy, & Clark, Kristen
Additional Information: Recipient of 2015 Outstanding Doctoral Thesis Award
Keywords: higher education, phenomenography, informed learning, information literacy, variation theory, learning, pedagogy, information experience, undergraduate, ODTA
Divisions: Current > QUT Faculties and Divisions > Science & Engineering Faculty
Institution: Queensland University of Technology
Deposited On: 14 Dec 2015 23:38
Last Modified: 21 Jun 2017 14:51

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