From School to Work and from Work to School: Information Environments and Transferring Information Literacy Practices

Autor/in	Herring, James E.
Titel	From School to Work and from Work to School: Information Environments and Transferring Information Literacy Practices
Quelle	In: Information Research: An International Electronic Journal, 16 (2011) 2, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-1613
Schlagwörter	Grounded Theory; Constructivism (Learning); Information Literacy; Work Experience; Learning Experience; Vocational Education; Teaching Methods; Education Work Relationship; Foreign Countries; Secondary Education; Technology Uses in Education; School Guidance; Interviews; Information Seeking; Search Strategies; School Libraries; Secondary School Students; Academic Achievement; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Informationskompetenz; Employment experience; Job experience; Occupational experience; Berufserfahrung; Lernerfahrung; Ausbildung; Berufsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sekundarbereich; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interviewing; Interviewtechnik; Informationserschließung; Suchstrategie; School library; Schulbibliothek; Sekundarschüler; Schulleistung
Abstract	Introduction: This study, based in a Scottish secondary school, aimed to examine the views of students who were completing work experience, on their information literacy practices, and the differences they found between the school and workplace information environments while on work experience. The views of guidance teachers were also explored. Method: The study used a constructivist grounded theory approach to identify areas of exploration. Data were gathered via interviews with students and guidance teachers before and after the work experience period. All interviews were coded. Analysis: Constructivist grounded analysis was used to analyse and interpret the data gathered, and to form categories for discussion. Results: The findings showed that students' information literacy practices were typical of that found in the literature. Students' observation of the workplace information environment identified key differences between school and the workplace, in terms of the use of technology, sources of information, and the value of information. Students identified areas of transfer from the workplace to school. Teachers were found to lack knowledge of these workplace information environments. Conclusion: Focusing on the workplace information environment was a valuable learning experience for students, and could potentially improve their information literacy practices. Teachers could benefit from having a greater focus on workplace information environments. (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