Evidence, Argument and Social Responsibility: First-Year Students' Experiences of Information Literacy when Researching an Essay

Autor/in	Lupton, Mandy
Titel	Evidence, Argument and Social Responsibility: First-Year Students' Experiences of Information Literacy when Researching an Essay
Quelle	In: Higher Education Research and Development, 27 (2008) 4, S.399-414 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
Schlagwörter	Information Literacy; Social Responsibility; Essays; College Freshmen; Higher Education; Environmental Education; Curriculum Design; Writing (Composition); Undergraduate Students; Independent Study; Critical Thinking; Lifelong Learning; Outcomes of Education; Freshman Composition + Suchen Sie Ihr Suchwort? Informationskompetenz; Soziale Verantwortung; Essay; Aufsatzunterricht; Studienanfänger; Hochschulbildung; Hochschulsystem; Hochschulwesen; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrplangestaltung; Schreibübung; Selbststudium; Kritisches Denken; Life-long learning; Lebenslanges Lernen; Lernleistung; Schulerfolg
Abstract	This paper describes a phenomenographic study of undergraduates' experiences of information literacy when researching an essay in a first-year environmental studies course. Three hierarchical categories were identified that represented students' experiences: (i) seeking evidence; (ii) developing an argument; and (iii) learning as a social responsibility. The critical variation that delimited the categories included students' focus on learning, focus on the essay task, use of information in the course, use of information in the essay, use of contrasting perspectives and development of argument. Strategies for designing curricula are suggested based on the educationally critical aspects that the study reveals, and the nature of information literacy as a "generic" skill is questioned. The study has significance for students, teachers, librarians, academic skills advisers and academic developers in higher education. (Contains 3 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10