Learning Information Literacy

Autor/inn/en	Diehm, Rae-Anne; Lupton, Mandy
Titel	Learning Information Literacy
Quelle	In: Information Research: An International Electronic Journal, 19 (2014) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-1613
Schlagwörter	Information Literacy; Student Experience; Phenomenology; Foreign Countries; Semi Structured Interviews; Student Attitudes; Learning Experience; Information Skills; Information Utilization; Student Development; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Informationskompetenz; Studienerfahrung; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Schülerverhalten; Lernerfahrung; Orientierungswissen; Informationsnutzung; Qualitative Forschung; Australien
Abstract	Introduction: This paper reports on university students' experiences of learning information literacy. Method: Phenomenography was selected as the research approach as it describes the experience from the perspective of the study participants, which in this case is a mixture of undergraduate and postgraduate students studying education at an Australian university. Semi-structured, one-on-one interviews were conducted with fifteen students. Analysis: The interview transcripts were iteratively reviewed for similarities and differences in students' experiences of learning information literacy. Categories were constructed from an analysis of the distinct features of the experiences that students reported. The categories were grouped into a hierarchical structure that represents students' increasingly sophisticated experiences of learning information literacy. Results. The study reveals that students experience learning information literacy in six ways: learning to find information; learning a process to use information; learning to use information to create a product; learning to use information to build a personal knowledge base; learning to use information to advance disciplinary knowledge; and learning to use information to grow as a person and to contribute to others. Conclusions: Understanding the complexity of the concept of information literacy, and the collective and diverse range of ways students experience learning information literacy, enables academics and librarians to draw on the range of experiences reported by students to design academic curricula and information literacy education that targets more powerful ways of learning to find and use information. (As Provided).
Anmerkungen	Thomas D. Wilson. 9 Broomfield Road, Broomhill, Sheffield, S10 2SE, UK. Web site: http://informationr.net/ir
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10