HERN Award for Best Published High Education Paper

Photo by Elham Sayyad Abdi

I received a best publication award from QUT Higher Education Research Network Symposium in the doctoral Student category. The award is for my paper:

Maybee, Clarence, Bruce, Christine Susan, Lupton, Mandy, & Rebmann, Kristen (2013) Learning to use information: informed learning in the undergraduate classroom. Library & Information Science Research, 35(3), pp. 200-206.(Accepted author version of the paper is available at http://eprints.qut.edu.au/60579/)

In the photo, Mandy Lupton has carried her iPad (with me on Skype) to the front of the room to receive the award. Pretty awesome!
 
A QUT information researcher, Ian Stoodley, also won an award in the professional staff category for his book chapter:

Stoodley, Ian D., Bruce, Christine S., & Edwards, Sylvia L. (2013) Experiential ethics education for IT professionals. In Weckert, John & Lucas, Richard (Eds.) Professionalism in the Information and Communication Technology Industry. ANU E Press (The Australian National University), Canberra, ACT, pp. 233-258. (Available from http://eprints.qut.edu.au/41359/)

New Book on Information Experience

I have a chapter in a book that has just come out from Emerald. Offering an alternative to the notion of information behavior, this book introduces and discusses information experience as an umbrella concept to frame how people interact with information. Many interesting discussions occur in this book. My chapter outlines my doctoral study as an example of information experience research in higher education.

Maybee, C. (2014). Experiences of informed learning in the undergraduate classroom. In C. S. Bruce, H. Partridge, H. Hughes, K. Davis, & I. Stoodley (Eds.), Information experience: Approaches to theory and practice. Bingley, UK: Emerald Group Publishing Limited. Accepted author version available from QUT ePrints.

 

Article on my Informed Learning Research Now Available in LISR

I have written (with my doctoral supervisory team) about the initial findings from my study of how information literacy is experienced in the subject-focused classroom. The article came out just today in the journal Library and Information Science Research (LISR):  

Maybee, C., Bruce, C., Lupton, M. & Rebmann, K. (2013). Learning to use information: Informed learning in the undergraduate classroom. Library and Information Science Research, 35(3), 200-206.

Abstract

“Informed learning” is a pedagogy that focuses on learning subject content through engaging with academic or professional information practices. Adopting the position that more powerful learning is achieved where students are taught how to use information and subject content simultaneously, the research reported here investigated an informed learning lesson. Using phenomenographic methods, student’s experiences of the lesson were compared to what the teacher enacted in the classroom. Based on an analysis of student interviews using variation theory, three ways of experiencing the informed learning lesson emerged. Some students understood the lesson to be about learning to use information, i.e., researching and writing an academic paper, while others understood it as focusing on understanding both subject content and information use simultaneously. Although the results of this study are highly contextualized, the findings suggest criteria to consider when designing informed learning lessons.

If you don't have access to the journal, the accepted author version is available in the QUT ePrints repository: http://eprints.qut.edu.au/60579/ or Purdue's ePubs: http://docs.lib.purdue.edu/lib_fsdocs/41/