Critical Connections: Personal Learning Environments and Information Literacy

Autor/inn/en	Hicks, Alison; Sinkinson, Caroline
Titel	Critical Connections: Personal Learning Environments and Information Literacy
Quelle	In: Research in Learning Technology, 23 (2015), (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.3402/rlt.v23.21193
Schlagwörter	Educational Environment; Information Literacy; Learner Controlled Instruction; Independent Study; Comparative Analysis; Scholarship; Research Projects; Assignments; Learning Strategies; Cognitive Style; Educational Strategies; Information Sources; Research Methodology + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Informationskompetenz; Selbststudium; Scholarships; Stipendium; Forschungsvorhaben; Assignment; Auftrag; Zuweisung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Lehrstrategie; Information source; Informationsquelle; Research method; Forschungsmethode
Abstract	Personal learning environments (PLEs) and critical information literacies (CILs) are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners' critical engagement with new information environments, each was developed within a different field. This paper connects and contrasts PLEs and CILs in order to explore the design of pedagogical responses to the information environment. Through a careful examination of PLE and CIL literature, the paper demonstrates that information literacy education intersects with the concepts and goals of PLEs. As such, the authors suggest that PLE scholarship informed by CIL scholarship, and vice versa, will yield a deeper understanding of modern learning contexts as well as a more holistic and responsive learner framework. The example of the research assignment will be used to demonstrate the viability of this approach. With these propositions, the authors invite educators, librarians and information technologists to engage in a dialogue about these concepts and the potential for pedagogical change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01