Evidence, argument and social responsibility: first‐year students’ experiences of information literacy when researching an essay

Abstract

This paper describes a phenomenographic study of undergraduates' experiences of information literacy when researching an essay in a first-year environmental studies course. Three hierarchical categories were identified that represented students' experiences: (i) seeking evidence; (ii) developing an argument; and (iii) learning as a social responsibility. The critical variation that delimited the categories included students' focus on learning, focus on the essay task, use of information in the course, use of information in the essay, use of contrasting perspectives and development of argument. Strategies for designing curricula are suggested based on the educationally critical aspects that the study reveals, and the nature of information literacy as a 'generic' skill is questioned. The study has significance for students, teachers, librarians, academic skills advisers and academic developers in higher education. IntroductionHow do first-year students research, write, and present evidence to support an argument? How might we design teaching and learning experiences that develop students' ability to research and write essays? There is a plethora of study skills material advising students and teachers on the mechanics of essay writing, but there is little research that examines the role of information literacy in the process of constructing and creating an essay. In this paper, the results of a phenomenographic study into undergraduates' experiences of information literacy when researching an essay are described.

Conceptualizing feedback literacy: knowing, being, and acting

“…The three dimensions of feedback literacy Feedback literacy is a set of generic practices, skills and attributes which, like information literacy (Lupton, 2008), is a series of situated learning practices. Becoming feedback literate is part of the process that enables learners to reach the standard of disciplinary knowledge indicated in module and programme learning outcomes, subject bench marks etc; that assists learners in forming judgements concerning what counts as valid knowledge within particular disciplines; and that helps them develop the ability to assess the quality of their own and others' work.…”

A Positive Approach to Change: The Role of Appreciative Inquiry in Library and Information Organisations

“…Thompson et al, 2008). Lupton (2008) looks at first year students' experiences of graduate attributes by considering the processes students undertake when writing an essay. Other research focuses on collating university teaching strategies that involve graduate attributes in a web environment (Hoban et al, 2004).…”

A Strategic Approach to Curriculum Design for Information Literacy in Teacher Education – Implementing an Information Literacy Conceptual Framework

“…The subsequent publication of Information Literacy Standards by the Australian and New Zealand Institute for Information Literacy (ANZIIL) provided the framework to enable curriculum design for IL and lifelong learning within education programs (Bundy, 2004c). These standards firmly situate IL within a student-centred educational paradigm (Lupton, 2008;Plotnick, 1999) and underpin a variety of IL models in higher education.…”