Evidence, argument and social responsibility: First-year students' experiences of information literacy when researching an essay

Higher Education Research and Development

Volumn 27, Issue 4, 2008, Pages 399-414

  Lupton, Mandy ^a  

^a GRIFFITH UNIVERSITY   (Australia)

Author keywords

Generic skills; Graduate attributes; Information literacy; Learning; Phenomenography

Indexed keywords

EID: 79251510033     PISSN: 07294360     EISSN: 14698366     Source Type: Journal    
DOI: 10.1080/07294360802406858     Document Type: Article

References (32)

1. Åkerlind, G. (2005). Phenomenographic methods: A case illustration. In J.A. Bowden & P. Green (Eds.), Doing developmental phenomenography (pp. 103-127). Melbourne: RMIT University Press.
2. Association of College and Research Libraries. (2000). Information literacy competency standards for higher education-Introduction. Association of College and Research Libraries. Retrieved November 3, 2001, from http://www.ala.org/acrl/ilintro.html
3. Baker, R., & Lupton, M. (2003). Encouraging critical thinking in a combined Arts and Science course on the relationship between people and the environment. Improving Learning Outcomes Through Flexible Science Teaching, UniServe Science Conference, University of Sydney. Retrieved June 17, 2007, http://science.uniserve.edu.au/pubs/procs/wshop8/outws002.pdf
4. Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. New York: Academic Press.
5. Bodi, S. (2002). How do we bridge the gap between what we teach and what they do? Some thoughts on the place of questions in the process of research. Journal of Academic Librarianship, 28(3), 109-114.
6. Booth, S. (1997). On phenomenography, learning and teaching. Higher Education Research & Development, 16(2): 135-158.
7. Bowden, J.A., & Green, P. (Eds.). (2005). Doing developmental phenomenography. Melbourne: RMIT University Press.
8. Bowden, J.A., & Marton, F. (1998). The university of learning. London: Kogan Page.
9. Bundy, A. (Ed.) (2004). Australian and New Zealand information literacy framework. Principles, standards and practice. Adelaide: Australian and New Zealand Institute for Information Literacy & Council of Australian University Librarians.
10. Campbell, J., Smith, D., & Brooker, R. (1998). From conception to performance: How undergraduate students conceptualise and construct essays. Higher Education, 36(4), 449-469.
11. Dahlgren, L.-O. (1997). Learning conceptions and outcomes. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 23-38). Edinburgh: Scottish Academic Press.
12. Fister, B. (1992). The research processes of undergraduate students. Journal of Academic Librarianship, 18(3), 163-169.
13. Forth, C. (2002). The French Revolution. Research essay exercises. Australian and New Zealand Institute for Information Literacy. Retrieved May 12, 2007, from http://www.anziil.org/ resources/papers/archive/lupton/historyexample1.pdf
14. Hager, P., Holland, S., & Beckett, D. (2002). Enhancing the learning and employability of graduates: The role of generic skills, Position paper No. 9. Business/Higher Education Round Table, Melbourne.
15. Hounsell, D. (1997). Contrasting conceptions of essay-writing. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning (pp. 106-125). Edinburgh: Scottish Academic Press.
16. Johansson, B., Marton, F., & Svensson, L. (1985). An approach to describing learning as change between qualitatively different conceptions. In A. Pines & T. West (Eds.), Cognitive structure and conceptual change (pp. 233-257). New York: Academic Press.
17. Kuhlthau, C.C. (1993). Seeking meaning: A process approach to library and information services. Norwood: Ablex.
18. Limberg, L. (2000). Is there a relationship between information seeking and learning outcomes? In C. Bruce & P. Candy (Eds.), Information literacy around the world. Advances in programs and research (pp. 193-207). Wagga Wagga, NSW: Centre for Information Studies.
19. Lupton, M. (2004). The learning connection. Information literacy and the student experience. Adelaide: AusLib Press.
20. MacKinnon, D., & Manathunga, C. (2003). Going global with assessment: What to do when the dominant culture's literacy drives assessment. Higher Education Research & Development, 22(2), 153-136.
21. Marton, F. (1992). The phenomenography of learning: A qualitative approach to educational research and some of its implications for didactics. Learning and Instruction, 2(1), 601-616.
22. Marton, F. (1996). Cognosco ergo sum-Reflections on reflections. In G. Dall'Alba & B. Hasselgren (Eds.), Reflections on phenomenography (pp. 163-187). Goteborg: Acta Universitatis Gothoburgensis.
23. Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum & Associates.
24. Marton, F., & Säljö, R. (1997). Approaches to learning. In F. Marton, D. Hounsell & N. Entwistle (Eds.), The experience of learning (pp. 39-58). Edinburgh: Scottish Academic Press.
25. Marton, F., & Tsui, A.B.M. (2004). Classroom discourse and the space of learning. Mahwah, NJ: Lawrence Erlbaum.
26. McCune, V. (2004). Development of first-year students' conceptions of essay writing. Higher Education, 47, 257-282.
27. Pitts, J. (1994). Personal understandings and mental models of information: A qualitative study of factors associated with the information seeking and use of adolescents. Tallahassee, FL: School of Library and Information Studies, Florida State University.
28. Prosser, M., & Webb, C. (1994). Relating the process of undergraduate essay writing to the finished product. Studies in Higher Education, 19(2), 125-138.
29. Seamans, N.H. (2002). Student perceptions of information literacy: Insights for librarians. Reference Services Review, 30(2), 112-123.
30. Tarbin, S., & Tillotson, J. (2002). Illuminating the Dark Ages. Bibliographical exercise. Australian and New Zealand Institute for Information Literacy. Retrieved June 23, 2007, from http:// www.anziil.org/resources/papers/archive/lupton/historyexample2.pdf
31. UNESCO, the International Federation of Library Associations and Institutions [IFLA] & the National Forum on Information Literacy [NFIL], et al. (2006). The Alexandria Proclamation. Report from the High Level Colloquium on Information Literacy and Lifelong Learning. Paris: UNESCO.
32. Valentine, B. (1993). Undergraduate research behavior: Using focus groups to generate theory. Journal of Academic Librarianship, 19(5), 300-304.