Designing rich information experiences to shape learning outcomes
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Students in higher education typically learn to use information as part of their course of study, which is intended to support ongoing academic, personal and professional growth. Informing the development of effective information literacy education, this research uses a phenomenographic approach to investigate the experiences of a teacher and students engaged in lessons focused on exploring language and gender topics by tracing and analyzing their evolution through scholarly discourse. The findings suggest that the way learners use information influences content-focused learning outcomes, and reveal how teachers may enact lessons that enable students to learn to use information in ways that foster a specific understanding of the topic they are investigating.
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|Item Type:||Journal Article|
|Keywords:||informed learning, information literacy, higher education, phenomenography, variation theory|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Current > QUT Faculties and Divisions > Science & Engineering Faculty
|Copyright Owner:||Copyright 2016 Taylor & Francis|
|Copyright Statement:||The Version of Record of this manuscript has been published
and is available in Studies in Higher Education, [In Press], http://www.tandfonline.com/10.1080/03075079.2016.1148684
|Deposited On:||01 Feb 2016 04:29|
|Last Modified:||10 Jun 2016 02:50|
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