The effects of library user-education programmes on the information-seeking behaviour of Brisbane college of theology students: An Australian case study

Journal of Religious and Theological Information

Volumn 7, Issue 2, 2007, Pages 55-74

  Brunton, Christine ^a  

^a St Paul's Theological College   (Australia)

Author keywords

Computers research use; Electronic information resources; Information literacy; Library orientation; Students attitudes

Indexed keywords

EID: 34548233698     PISSN: 10477845     EISSN: 15286924     Source Type: Journal    
DOI: 10.1300/J112v07n02_05     Document Type: Article

References (41)

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5. The 3P model identifies three key stages in learning and teaching. The first stage, presage, examines factors that are present prior to learning taking place. The second stage of process, considers factors that are present during teaching and learning. The third, stage, product, investigates the outcomes of learning. John B. Biggs, Teaching for quality learning at university. (Buckingham: Open University Press, 1999).
6. The authors developed a pre-test and post-test which was used, to evaluate the effects of bibliographic instruction. They observed that the cooperative development of both assignments and library instruction would, lead to positive measurable outcomes. Timothy K. Daugherty and Elizabeth W. Carter, "Assessment of Daugherty in psychology," Journal of Instructional Psychology. 24, No. 1(1997): 29-33.
7. Michael Prosser and Keith Trigwell, Understanding learning and teaching: The experience in higher education. (Buckingham: Open University Press, 1999).
8. Students' approaches to studying has been, the focus of a substantial amount of research into learning in higher education and. was identified in N. Entwistle, "Contrasting perspectives on learning." in The experience of learning: Implications for teaching and studying in higher education. Ed. Ference Marton (Edinburgh: Scottish Academic Press, 1997): 3-20.
9. Michael Prosser, "Phenomenography and principles and practices of learning." Higher Education Research and Development 12 (1993): 21-31;
10. Michael Prosser and Keith Trigwell, Understanding learning and teaching: The experience in higher education, (Buckingham: Open University Press, 1999). The authors contend, that an approach to teaching that is student-focused and incorporates conceptual change is more likely to produce students who adopt a deeper approach to learning and exhibit higher quality learning outcomes.
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18. Anxiety and computer related stress have also been found, to have detrimental effects on performance in the form of negative thoughts. Thus negative thoughts, which are characterised by self-doubt, may divert a person's attention away from the task and onto their perceived inadequacies and impair their approach to learning. Mary Ellen Sievert et al, "Investigating computer anxiety in an academic library." Information Technology and Libraries, September (1989): 243-252;
19. Arnold Pears, Mats Daniels and Anders Berglund. "Describing computer science education research: an academic process view." Retrieved 4 September, 2003, http://user.it.uu.se/~andersb/publicauons/The_model.pdf; Sonia Bodi, "Teaching effectiveness and bibliographic instruction: the relevance of learning styles." College & Research Libraries, March (1990): 113-119;
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24. Carol Collier Kuhlthau, The information search process (ISP): A search for meaning rather than answers (200.1). Accessed September 7 2003, http://www.scus. rutgers.edu/~kuhlth.au/Search.%20Process.htm.
25. Noel Entwistle, "Styles of learning and approaches to studying in higher education," Kybernetes 30 No. 5/6 (200.1): 593-602. Accessed. September 27, 2003, http:// www.emerald-library.com/ft.
26. Michael Prosser and Keith Trigwell, Understanding learning and teaching: The experience in higher education. (Buckingham: Open University Press 1989).
27. Kuhlthau, The information search process.
28. Bruce, Developing students' library research skills, 14-20.
29. Prosser and Trigwell, Understanding learning and teaching, 63-66.
30. Entwistle, "Styles of learning," 595-597.
31. H. Minnie King Dunbar, Suzanne Stemler and Valerie Edwards, "Successful partnerships for information literacy and library instruction: Co-producing with students. 2001 Proceedings. Available from, http://libraiy.fgcu.edu/Conferences/infosti"ategies 0.1/ presentation/successpartnerships.htm; An updated version of this paper, entitled Students as co-partners for information literacy and instruction: A modest proposal may also be found at http://www.ala.org/ala/acrl/acrleven.ts/dunbar. pdf.
32. Jennifer Mendelsohn, "Perspectives on quality of reference service in an academic library: A qualitative study," RQ 36 (1997): 544-557.
33. Carol Collier Kuhlthau, Seeking meaning: A process approach to library and information services. (New York: Greenwood Publishing, 1993).
34. Prosser and Trigwell, Understanding learning and teaching, 64.
35. Andrew McAuley, Learning about learners: Understanding the student experience. Available from http://www.face.stir.ac.uk/Paper104McAuley.htm.
36. Ibid.
37. Entwistle, "Styles of learning," 596.
38. Neal A. Whitman, et al. "Reducing stress among students," ERIC Digest, [article online], (1987) available from http://www.eric.he. org/digests/ED284526.html.
39. Eugene H. Fram, "Employees as part-time students: Is stress threatening the quality of their business education?" S.A.M. Advanced Management Journal, 66 No. 3 (2001): 30-35.
40. Prosser and Trigwell, Understanding learning and teaching, 115-127.
41. Patricia Senn Breivik and E. Gordon Gee, Information literacy: Revolution in the library. (New York: Macmillan, 1989).