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.

Abstract

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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123 since deposited on 14 Dec 2015
98 in the past twelve months

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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 > 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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