Information Specialists and Networked Learner Support

Lévy, Pierre

doi:10.1007/978-1-4471-0181-9_9

Cited by 2 publications

(1 citation statement)

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“…Based on research instigated by the NetLinkS project, networked learning support can be seen as an evolving, interdisciplinary area that for information specialists means working at the intersection of two principal areas of professional practice -information practice and educational practice -within the context of ICT-related innovation in both areas [64]. Such a view recognizes expertise in the use of ICTs as an embedded aspect of librarians' learning support practice, and rests on the assumption that in the multidisciplinary area of learning support, their focusunlike that of IT specialists or learning technologists, for example -is essentially on support for information use in ICT-enabled learning and teaching.…”

Section: Learning Support and Institutional Issuesmentioning

confidence: 99%

Educational Informatics: An Emerging Research Agenda

Lévy

Ford

Foster

et al. 2003

Journal of Information Science

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This paper discusses educational informatics as a research field and provides an overview of the scope of work in this, and closely related, areas by members of the Department of Information Studies at the University of Sheffield. Current work in Sheffield focuses on the use of information and communications technologies (ICTs) in universities and schools, seeking to understand the effects of using ICTs in educational practice on learners, teachers and learning support staff. It also seeks to develop practical knowledge of relevance to the design and facilitation of ICT-enabled learning environments. The paper highlights the interdisciplinary nature of this research, and discusses theoretical frameworks and methodological approaches that are being used by Sheffield researchers. It concludes by suggesting that library and information science has a distinctive contribution to make to the study of ICTenabled learning, and that there is a need for further discussion within the literature of this emergent field of inquiry.

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Section: Learning Support and Institutional Issuesmentioning

confidence: 99%