Search (6 results, page 1 of 1)

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Abstract

Presents and discusses some findings from a dissertation research project aimed at investigating the interaction between students' information seeking and use and the learning outcomes of an assignment

Date

22. 5.1999 18:43:51

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Abstract

The purpose of this entry is to present and analyze the relationship between learning and information seeking. The analysis draws on research studies on information seeking set in educational contexts and is framed in theories of learning, mainly constructivism. Themes of the entry are based on five dimensions of the relationship between learning and information seeking: 1) seeking information for learning purposes; 2) learning information seeking; 3) teaching information seeking; 4) learning from information; and 5) reshaping conditions for information seeking and learning through information and communications technologies (ICTs). Conclusions are that the fields of learning and information seeking draw nearer to one another partly due to educational ideas based in constructivism and partly due to the development of digital tools that reshape conditions for learning in postmodern society. This development contributes to the transformation of the professional role of librarians, implying an emphasis on the pedagogical aspects of the profession. Future prospects for information seeking research and practice linked to learning may involve strengthened interests in the cognitive authority and expertise of information as well as information sharing through communicative interaction.

Date

27. 8.2011 14:22:22

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Abstract

This study grew out of a need for better research based understanding of information seeking and use in a specific context. Several researchers in library and information studies (LIS) pointed out the predominance of research on information needs and information seeking and expressed a need for the study of information use (i.a. Kuhlthau 1993; Vakkari 1997; Wilson 1981). The role of context for information seeking behaviour has been stressed (i.a. Dervin 1997; Wilson 1981, 1994). The complex process of information seeking and use in learning contexts needs further exploration, according to i.a. Kuhlthau (1993). My research project investigated how students used information and what they learnt from the information they retrieved and used for an assignment. The aim of the project was to study information seeking through an explorative investigation of the interaction between information seeking and use and learning outcomes.

Date

22. 3.2002 9:53:10

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Abstract

The point of departure for this article is an assumed gap between the different communities concerned with the practices of teaching or researching information literacy. Its purpose is to discuss some critical features of teaching information literacy identified in three previous research studies with a view toward understanding how they support meaningful learning outcomes and what the implications of this understanding are for information literacy education. The analysis is framed by a sociocultural perspective of learning that views information seeking and learning as social practices set within the discursive practice of school. The findings indicate that teacher/student interaction with a focus on learning goals and content is a vital condition for students' meaningful learning. Focus on the object of teaching, away from information seeking skills toward an emphasis on the quality of students' research questions, on negotiating learning goals between pedagogues and students, and on the critical evaluation of information sources related to the knowledge contents of students' assignments improves learning. The conclusions are that observing such critical features of information literacy in teaching may allow the discursive practice of school to be reshaped in favour of more genuine research-based learning. A second conclusion is that there are mutual benefits in a closer interaction between the communities of teaching and researching information literacy.

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Abstract

Reports results of a study of the interaction between information use and learning outcome, when high school students work at an assignment implying independent use of information. Discusses elements involved in information seeking behaviour and some aspects of information use related to the contextual aspects of group interaction and students' understanding of assignment goals. The project was conducted using 25 Swedish high school students working on a social studies assignment about the implications of Swedish membership of the European union

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Abstract

The dissertation summarized here aimed to study information seeking by investigating the interaction between information seeking and use and learning outcome. Gives an overview of relevant research, which shows differences between user studies and phenomenographic studies. The empirical study involveld interviewing 25 senior high school students about how they sought and used information to learn about the subject content of an assignment. Aspects chosen for analysis were: students' conceptions of relevance criteria, ways of experiencing information overload, criteria for judging when they had enough information, and ways of experiencing the cognitive authority and bias of information sources. 3 categories of conceptions of information seeking were and use were developed. Discussion focuses on questions regarding implications of the variations in the ways of experiencing information seeking and use; about the fact that their conceptions of seeking and use interact closely with those of content; and implications for further research