Today begins my new journey—or more like the reaffirmation of my continuing investigation—into phenomenographic research and relational educational theory. The impetus is a desire to improve my own teaching as an instructional librarian in higher education. In 2006 and 2007 I published the results of my own phenomenography research projects, which provided me with new understandings of the ways that undergraduates conceptualize using information in their academic work. Now I wish to further this work by exploring the basic question:
What are the best ways of designing coursework to teach both information literacy concepts and subject content that promote deep learning responses in learners?
I plan to read and/or re-read the work of phenomenographic researchers and practitioners in an effort to shed new light (illuminate) my own thoughts. I will post my responses to the readings and my reflections here.
My Articles:
Undergraduate Perceptions of Information Use: The Basis for Creating User-Centered Student Information Literacy Instruction. (2006). Journal of Academic Librarianship, 32 (1), 79-85
Understanding Our Student Learners: A Phenomenographic Study Revealing the Ways that Undergraduate Women at
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