A paper describing the findings from my doctoral research has been published by Studies in Higher Education and is now available in pre-publication form. The first fifty folks to click here, can access a copy of the paper for free.
Title: Designing rich information experiences to shape learning outcomes
Abstract: Students in higher education typically learn to use information as part
of their course of study, which is intended to support ongoing academic,
personal and professional growth. Informing the development of
effective information literacy education, this research uses a
phenomenographic approach to investigate the experiences of a teacher
and students engaged in lessons focused on exploring language and gender
topics by tracing and analyzing their evolution through scholarly
discourse. The findings suggest that the way learners use information
influences content-focused learning outcomes, and reveal how teachers
may enact lessons that enable students to learn to use information in
ways that foster a specific understanding of the topic they are
investigating.
Citation: Maybee, C., Bruce, C. S., Lupton, M. & Rebmann, K. (in-press). Designing rich information experiences to shape learning outcomes. Studies in Higher Education.
On Monday, I presented a poster (co-authored with Lisa Zilinski from Carnegie Mellon University) at the ASIS&T Annual Meeting on data informed learning.
Based on informed learning (Bruce, 2008), data informed learning shifts
the focus from acquiring generic data-related skills to learning how to
use data in disciplinary contexts. The aim of this project is to
develop a data literacy framework for higher education that places
learning about using data in the context of disciplinary learning. The attendees I talked to at the poster session suggested that we are on the right track. Teachers, in particular, understood the benefits of learning to use data as part of a broader context. Paper to come!Bruce, C. S. (2008). Informed Learning. Chicago, IL: American Library Association.