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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|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 > Schools > School of Information Systems
Current > QUT Faculties and Divisions > Science & Engineering Faculty
|Institution:||Queensland University of Technology|
|Deposited On:||14 Dec 2015 23:38|
|Last Modified:||15 Apr 2016 00:26|
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