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Full-Text Articles in Education
Faculty Perceptions Of Teaching Information Literacy To First-Year Students: A Phenomenographic Study, Lorna M. Dawes
Faculty Perceptions Of Teaching Information Literacy To First-Year Students: A Phenomenographic Study, Lorna M. Dawes
UNL Libraries: Faculty Publications
This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse …
Designing Rich Information Experiences To Shape Learning Outcomes, Clarence Maybee, Christine Susan Bruce, Mandy Lupton, Kristen Rebmann
Designing Rich Information Experiences To Shape Learning Outcomes, Clarence Maybee, Christine Susan Bruce, Mandy Lupton, Kristen Rebmann
Libraries Faculty and Staff Scholarship and Research
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 …
Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger
Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger
Presentations
The focus of this presentation is to report findings from growing partnerships between faculty whose primary focus is classroom teaching and faculty librarians, revealing connections between our disciplines and co-designing curricula that recognize the commonalities in pedagogy, theories, and professional practice. Information literacy and scholarly communication are combined in teaching and learning lessons, materials, and shared terminology. The presenter will encourage participants to reflect on why and how librarians invite students into the disciplines and to investigate ways of assessing student learning.
Motivating Learners Through Information Literacy, Clarence Maybee, Michael Flierl
Motivating Learners Through Information Literacy, Clarence Maybee, Michael Flierl
Libraries Faculty and Staff Scholarship and Research
This paper is included in the Information Literacy: Key to an Inclusive Society, the proceedings of the European Conference on Information Literacy, 2016. The paper introduces a model for creating information literacy learning activities that motivate students. The model draws from informed learning, an approach to information literacy that emphasizes the role that information plays in fostering learning about a subject. Self-determination theory, a motivational theory that focuses on enabling self-determined learners, is applied within the informed learning framework. The results of the investigation outline characteristics of motivating learning activities that enable learning subject content through engagement with information. The …
Experiences Of Informed Learning In The Undergraduate Classroom, Clarence Maybee
Experiences Of Informed Learning In The Undergraduate Classroom, Clarence Maybee
Libraries Faculty and Staff Scholarship and Research
The same thing can be experienced in a variety of ways. For example, think of a time that you and a friend read the same book, but each got something quite different out of it. Essentially you experienced different aspects of the book. Applying this to higher education, we cannot assume that all students are experiencing their coursework in the same way. In fact, a number of studies reveal that this is not the case. Learning occurs when students begin to experience the thing being learned about in a new way. Learning designs that teach undergraduates to use information require …