Education Commons^™

Simultaneous Learning About Research And Filmmaking: Informed Learning And Research Guides, Shelley Woods, Kathleen Cummins

Books & Chapters

Christine Bruce has written extensively about informed learning. Informed learning is “using information, creatively and reflectively, in order to learn” (2008, Preface). Bruce writes about informed learning as it relates to information literacy. Librarians, working collaboratively with professors, often develop research guides to teach information literacy skills, and to organize and present program, course, assignment or topic specific resources. Research is essential to documentary filmmaking. This chapter is a case study that describes how the History of Non-Fiction Film research guide that we created aligns with the three principles and seven faces of informed learning.

Evolution Of A Course: Instructional Design Elements And Impacts, Michele Gibney, Anita Mirijamdotter, Mary M. Somerville, Patrik Elm, Krenare Pireva Nuci

UBT International Conference

During the 2017 spring semester, international educators from the United States and Sweden collaborated on an Information Systems, Analysis, Design and Modeling course at the University of Business and Technology (UBT) in Kosovo for graduate students. In the spring of 2018, the collaboration and course were repeated with both graduate and undergraduate students. In the initial course, student work was focused on the conceptual design of a UBT Knowledge Center through the lenses of soft systems methodology and co- design activities. The Spring 2018 course built upon and expanded this work with additional stakeholder input from a mixed group of …

Information Literacy And Informed Learning: Conceptual Innovations For Il Research And Practice Futures, Christine S. Bruce, Andrew Demasson, Hilary Hughes, Mandy Lupton, Clarence Maybee, Anita Mirijamdotter, Elham Sayyad Abdi, Mary M. Somerville

University Libraries Librarian and Staff Articles and Papers

Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previouly published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from …

Faculty Perceptions Of Teaching Information Literacy To First-Year Students: A Phenomenographic Study, Lorna M. Dawes

Faculty Publications, UNL Libraries

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 …

Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger

Kim L. Ranger

This paper explores collaboration between librarians and faculty in higher education to construct connections between informed learning theory, information literacy practice, and disciplinary scholarly products to foster reflective and deep engagement with information.

Increasing digital innovations in communication and pedagogy, the need for various literacy capabilities, and the potential wisdom gained from considering diverse methodological perspectives have driven the need for interdisciplinary collaboration (Witt, 2012). There have also been several calls for a relational approach to teaching and learning, changing the roles of librarians (Farrell and Badke, 2015; Gunton et al, 2014; Jaguszewski and Williams, 2013), and scholarship which examines …

Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger

Georgia International Conference on Information Literacy

This paper explores collaboration between librarians and faculty in higher education to construct connections between informed learning theory, information literacy practice, and disciplinary scholarly products to foster reflective and deep engagement with information.

Increasing digital innovations in communication and pedagogy, the need for various literacy capabilities, and the potential wisdom gained from considering diverse methodological perspectives have driven the need for interdisciplinary collaboration (Witt, 2012). There have also been several calls for a relational approach to teaching and learning, changing the roles of librarians (Farrell and Badke, 2015; Gunton et al, 2014; Jaguszewski and Williams, 2013), and scholarship which examines …

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 …

Crossing Literacy And Informed Learning Boundaries With Manga, Kathleen Smeaton, Clarence Maybee, Christine Susan Bruce, Hilary Hughes

Libraries Faculty and Staff Scholarship and Research

This research investigated high school students’ experiences of informed learning in a literacy development workshop. It was conducted in the library of an Australian high school with a low socio-economic population. Building upon students’ fascination with Manga fi ction and artwork, the workshop was part of a larger university– community engagement project, Crossing Boundaries with Reading, which aimed to address widespread literacy challenges at the school.

Making An Impact: Transforming Academic Courses Through Student-Centered Teaching, Clarence Maybee

Libraries Faculty and Staff Presentations

Describing how the Instruction Matters: Purdue Academic Course Transformation (IMPACT) program supports multiple educational initiatives, including informed learning, this keynote presentation was given on April 21, 2016 as part of the Visiting Scholar Lecture Series hosted by the University of Nebraska, Lincoln.

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 …

Data Informed Learning: A Next Phase Data Literacy Framework For Higher Education, Clarence Maybee, Lisa Zilinski

Libraries Faculty and Staff Presentations

This poster was presented at the Association for Information Science and Technology’s (ASIS&T) Annual Meeting in St. Louis, MO on November 9, 2015. Accessing, using and managing data is increasingly recognized as an important learning outcome in higher education. Approaches to data literacy have typically been informed by information literacy. New approaches to information literacy have emerged that address how information is used in the different disciplinary contexts in which people learn and work. Successful approaches to data literacy will also need to address contextual concerns. Informed learning is an approach to information literacy that purposefully addresses contextual concerns by …

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 …