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It takes more than breadcrumbs to learn generic skills : collaborating to improve information literacy

Owen, Sue 2003, It takes more than breadcrumbs to learn generic skills : collaborating to improve information literacy, in HERDSA 2003 : Learning for an unknown future : proceedings of the 2003 annual international conference of the Higher Education Research and Development Society of Australasia, Higher Education Research and Development Society of Australasia, Milperra, N.S.W., pp. 1-1.

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Title It takes more than breadcrumbs to learn generic skills : collaborating to improve information literacy
Author(s) Owen, Sue
Conference name Higher Education Research and Development Society of Australasia. Conference (2003 : Christchurch, N.Z.)
Conference location Canterbury University, Christchurch, New Zealand
Conference dates 6-9 Jul. 2003
Title of proceedings HERDSA 2003 : Learning for an unknown future : proceedings of the 2003 annual international conference of the Higher Education Research and Development Society of Australasia
Editor(s) Bond, Carol
Bright, Philippa
Publication date 2003
Conference series Higher Education Research and Development Society of Australasia Conference
Start page 1
End page 1
Total pages xii, 707 p.
Publisher Higher Education Research and Development Society of Australasia
Place of publication Milperra, N.S.W.
Keyword(s) graduate attributes
integration
information skills
Summary The effective teaching and learning of generic skills is becoming an important component of undergraduate education with the introduction of graduate attribute programmes in some Australian universities. Research shows that contextualised learning of these skills is important, but is a discipline-specific context sufficient to ensure student success in acquiring these skills? This paper studies the effectiveness of information skills
learning by a group of undergraduates using Brookfield’s concept of critical reflection and Critical Incident Questionnaire (CIQ). Most students reported positive experiences where the learning environment encouraged a deep approach to learning and negative experiences where that environment encouraged a surface approach. To ensure that students’ approach to
learning is appropriate for achieving the level of information literacy required of graduates, the study recommends the integration of information skills learning into course curricula through the close collaboration of academic and library staff.
Notes The author assigns to HERDSA and educational non-profit institutions a nonexclusive licence to use this document for personal use an in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive licence to HERDSA to publish this document in full on the World Wide Web (prime sites and mirrors) on CD-ROM and in printed form within the HERDSA 2003 conference proceedings. Any other usage is prohibited without the express permission of the author.
ISBN 0908557558
9780908557554
Language eng
Field of Research 080799 Library and Information Studies not elsewhere classified
Socio Economic Objective 970108 Expanding Knowledge in the Information and Computing Sciences
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2003, Sue Owen
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30022732

Document type: Conference Paper
Collections: Library
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.