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/

...and the Kitchen Sink: Bringing Together IL, DIL, & SC Initiatives

Purdue colleagues, Lisa Zilinski, Dave Scherer, and I will be presenting a breakout session at the Indiana University Libraries' Information Literacy Colloquium this August. Since I will be away at my doctoral workshop, I will have to do my presentation in an electronic format. Anyways, this group (soon to be joined by a few others) has begun to think about how libraries can address the educational aspects of three Libraries' initiatives:  informed learning (IL), data information literacy DIL), & scholarly communication (SC) holistically. Our evolving ideas concerning this topic began when my colleagues attended a presentation at ACRL 2013 by the Committee on Research and the Scholarly Environment. This Committee reported on a white paper they wrote titled, “Intersections of Scholarly Communication and Information Literacy.”In this, our first presentation on this topic, we will be discussing bringing the three initiatives: IL, DIL, and SC, together to support undergraduate research.