Designing rich information experiences to shape learning outcomes

Maybee, Clarence; Bruce, Christine; Lupton, Mandy; Rebmann, Kristen Radsliff

doi:10.1080/03075079.2016.1148684

Cited by 25 publications

(23 citation statements)

References 15 publications

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“…First, respondents indicated a desire for more active learning and clinical situations in information literacy sessions: they want instruction to mirror real life experience more closely. Hands-on, active exercises lead to improved student learning compared to delivering information through lecture (Maybee, Bruce, Lupton, & Rebmann, 2017). Faculty and librarians should collaborate on creating appropriate use cases and other clinical questions in assignments and instruction sessions.…”

Section: Implications For Information Literacy Instructionmentioning

confidence: 99%

Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs

Diekema¹,

Hopkins²,

Patterson³

et al. 2019

EBLIP

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Abstract Objective - Seeking information is a key element of evidence based practice and successful healthcare delivery. Significant literature exists on both the information seeking behaviour of professional nurses and information literacy teaching methods, but scarce evidence connects nurses’ information behaviour and environments with their education. This study sought to use data from nursing alumni to answer the following research questions: What are the current information practices of professional bachelor’s-prepared nurses? How do recently-graduated nurses suggest that their education could have better prepared them to find and evaluate information in the workplace? Methods - The researchers conducted a descriptive study using a 59-item survey instrument with a variety of question formats including short-answer, multiple choice, Likert, and open response. The researchers distributed the survey to baccalaureate nursing alumni who graduated in 2012-2017 from four universities in the state of Utah in the United States. Results - Nurses seek practical information primarily to provide informed patient care, while also clarifying medical situations and expanding their health care knowledge. They frequently consult nursing colleagues and physicians when seeking information. The majority of nurses consult electronic health records daily. Respondents described time as the biggest barrier to accessing information. They requested authentic, clinically-focused scenarios, training on freely-accessible resources, and more explicit teaching of lifelong learning skills, such as critical thinking. Conclusion - Information literacy education should prepare student nurses for the fast-paced information environment they will face in the workplace. This means incorporating more patient-focused scenarios, freely available quality resources, and time-based activities in their education. The researchers suggest areas to prepare nurses for information seeking, including problem-based clinical scenarios, building guides with databases accessible for free or little cost, and added emphasis on critical thinking and self-motivated learning.

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Section: Implications For Information Literacy Instructionmentioning

confidence: 99%

Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs

Diekema¹,

Hopkins²,

Patterson³

et al. 2019

EBLIP

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“…This perspective is the foundation of the more recent concepts of informed learning [3] and information experience [4]. The relational view has also been used to reveal nuanced understanding of information literacy experience in different contexts, such as community [5][6][7], academic [8][9][10] and workplace [11][12][13] settings. Additionally, based on the relational perspective, and to advance information literacy, frameworks such as informed learning design [8], information experience design [11], and informed systems [14][15], have evolved.…”

Section: Introductionmentioning

confidence: 99%

Workplace Information Literacy: Co-designed Information Experience-Centered Systems and Practices

Somerville¹,

Imhof²,

Bruce

et al. 2018

Communications in Computer and Information Science

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A collaborative design initiative in a North American academic library was initiated in 2016 to enhance information literacy and enrich learning conditions in the workplace. This paper describes co-workers' information intensive and learning centered design processes, which intend to further collective capacity for 'using information to learn' over a twelve-month period. Throughout, attention focused on aspects of informed learning-being aware of the kinds of information we are using, how we are using information and how different forms of information come together to inform and transform our work. Reflection and dialogue on information experience stories further aimed to inform information experience design-to allow individuals and groups to experience information and the information environment surrounding it in a range of increasingly complex ways which offers them a richer, broader and more effective information engagement experience.

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“…The key challenge for teachers and librarians in creating informed learning activities is to first consider what students should learn about a subject and then determine in what ways students need to engage with information in order to learn as intended [13]. While still addressing the principles of informed learning, specific details of how students actively engage in gathering, analyzing and applying information to learn may vary in different instructional situations.…”

Section: Informed Learningmentioning

confidence: 99%

“…An example can be drawn from the teacher of the course mentioned previously, that aimed to have her students understand a language and gender topic by tracing its evolution through scholarly discourse [13]. This teacher dedicated one class session to a "thesis workshop," in which the students peer-critiqued one another's thesis statements to determine if the statements reflected an insight based on the student's analysis of research articles revealing how the topic evolved over time.…”

Section: Designing Motivating Informed Learning Activitiesmentioning

confidence: 99%

“…For example, the findings from a study examining informed learning lessons in a undergraduate course suggest that content-focused learning outcomes are influenced by the way learners use information. Rather than students searching for evidence to support pre-existing or instructor-identified views of a topic, the teacher tasked students to learn about language and gender issues by tracing the evolution of their chosen topic [13]. This approached went beyond students only using information to justify a position, but instead allowed students to learn subject matter (language and gender issues), through intentional engagement with information.…”

Section: Informed Learningmentioning

confidence: 99%

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