Designing Rich Information Experiences to Shape Learning Outcomes

Autor/inn/en	Maybee, Clarence; Bruce, Christine Susan; Lupton, Mandy; Rebmann, Kristen
Titel	Designing Rich Information Experiences to Shape Learning Outcomes
Quelle	In: Studies in Higher Education, 42 (2017) 12, S.2373-2388 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1148684
Schlagwörter	Learning Strategies; Gender Issues; Language; Teacher Role; Teaching Methods; Users (Information); Private Colleges; Interviews; Observation; College Faculty; Video Technology; Undergraduate Students; Intention; Essays; Student Attitudes; Workshops + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geschlechterfrage; Languages; Sprache; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Benutzerprofil; Nutzer; Privathochschule; Interviewing; Interviewtechnik; Beobachtung; Fakultät; Essay; Aufsatzunterricht; Schülerverhalten; Lernwerkstatt; Schulung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01