Sociocultural Learning Theories and Information Literacy Teaching Activities in Higher Education

Wang, Li

doi:10.5860/rusq.47n2.149

Cited by 95 publications

(80 citation statements)

References 14 publications

(11 reference statements)

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“…Peer tutoring is based on socio-cultural and social constructivist theories of cognitive development (Topping 1996) and takes a learner-centred approach that emphasizes the important roles played by social relations, community and culture in learning and cognition (Wang 2007). Vygotskian theories have also had an influence on the use of peer support mechanisms in Higher Education.…”

Section: Literature Reviewmentioning

confidence: 99%

Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development

McKinney

2013

Journal of Librarianship and Information Science

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Inquiry-based learning describes a range of learner-centred pedagogies increasingly employed in Higher Education where students learn through engaging in open-ended research and inquiry. It is acknowledged that this type of pedagogical approach requires advanced information literacy capabilities in students, and that there is a need to support the development of information literacy in inquiry-based learning curricula. This paper reports on the evaluation of a selection of curriculum development projects undertaken at a UK University that implemented inquiry-based learning and information literacy development. Data was collected using a "Theory of Change" evaluation methodology and analysed using a qualitative thematic approach. It was found that educators need to make explicit to students the need to develop information literacy to support their inquiries, and that dedicated approaches to facilitation from peers, librarians and academics are helpful when designing inquiry-based learning. KeywordsInquiry-based learning, information literacy, pedagogy

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Section: Literature Reviewmentioning

confidence: 99%

Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development

McKinney

2013

Journal of Librarianship and Information Science

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“…In a higher education learning environment, this may include various interactions amongst students and a teacher wherein students employ meta-cognitive skills (i.e. thinking about their thinking) and communicate these internalized concepts and ideas through the use of language (Wang 2007).…”

Section: Socio-cultural Learning Theories In a Collaborative Learningmentioning

confidence: 99%

“…Movement towards potential development is stimulated by learning events that involve guidance and support (scaffolding) and are characterized by peerinteraction and collaboration (McLeod 2007). Scaffolding and interaction facilitate self-reliance and knowledge, problem solving, the establishment of meta-cognitive faculties and knowledge transmission (Harland 2003;McLeod 2007;Wang 2007).…”

Section: Socio-cultural Learning Theories In a Collaborative Learningmentioning

confidence: 99%

“Learning to like learning”: an appreciative inquiry into emotions in education

2014

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Various learning philosophies, such as humanistic, constructivist, and sociocultural approaches, have accentuated the importance of emotion in learning. In this article, we reviewed these approaches and explored the affective dimensions of learning. We conducted focus group and individual interviews with a group of female students in the humanities enrolled in an academic facilitation programme employing a student-centred, experiential, and collaborative learning approach. Through a process of appreciative inquiry, we discovered which learning techniques, experiences, and educational climates encouraged learning. Students reported that a learning climate that elicits positive emotional experiences promoted increased personal involvement in learning, broadened thought processes and actions, and resulted in change and development on emotional, cognitive, and behavioural levels. These findings formed a basis for suggesting learning principles / criteria for a curriculum that has the promise to offer students constructive learning experiences towards deeper and more holistic learning. These principles include the importance of creating a safe learning environment, enhancing students' autonomy and involvement in the learning process, and providing authentic and intrinsically valuable learning experiences.

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“…Still this practice of information literacy is foregrounded in many educational institutions. Socio cultural theorists such as Limberg (2000), Li Wang (2008), Lloyd (2005) and Sundin (2008) would contend that in today's learning environment information literacy can be integrated in a number of contextual levels across subjects or courses. Information literacy is more appropriate when students learn by accessing new information tools and resources available to them and evaluating it in their learning context amongst a community of collaborative learners (Li Wang, 2008).…”

Section: Seven Faces Of Information Literacy (Ways Of Experiencing Inmentioning

confidence: 99%

“…Socio cultural theorists such as Limberg (2000), Li Wang (2008), Lloyd (2005) and Sundin (2008) would contend that in today's learning environment information literacy can be integrated in a number of contextual levels across subjects or courses. Information literacy is more appropriate when students learn by accessing new information tools and resources available to them and evaluating it in their learning context amongst a community of collaborative learners (Li Wang, 2008). More importantly, Bruce's Relational Frame exemplified by the Seven Faces of information literacy model, suggests that a holistic approach where the relationship between an individual and information use is described rather than quantified; is a more meaningful way of developing an understanding of information literacy, further challenging the traditional theory of acquiring skills in order to become information literate (Gunton, Bruce & Davis, 2016).…”

Section: Seven Faces Of Information Literacy (Ways Of Experiencing Inmentioning

confidence: 99%

The Cultural Dimensions of Information Use Among Emirati Postgraduate Students

Weston¹

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This research investigated the cultural dimensions of information use of post graduate Emirati students. The purpose was to explore how information use is experienced in light of what is revealed when national culture is explored. A mixed methods approach was employed with two distinct phases. Phase One was quantitative in focus, and used Hofstede's Values Survey Module to gain an understanding of the cultural dimensions of a Master cohort of Emiratis studying at a number of Federal College campuses throughout the United Arab Emirates (UAE).To further understand if the values and sentiments inherent in the cultural dimensions were part of their information use, qualitative interviews were followed up with these male and female students in Phase Two. The relational approach to information literacy was used to understand the relationship between users and their information worlds. A mixed methods approach was used because each data set (qualitative and quantitative) is able to inform the other and provide authentic checks and balances for consideration.Two distinct phenomena were explored in this research -information use and culture.Therefore this complex integrative exploration was better served by using mixed methods approach. The overarching research question guiding the study is -What are the cultural dimensions of information use among Postgraduate Emirati students?Two sub questions are then used to guide each phase of the mixed methods research:What are the cultural dimensions of Emirati Postgraduate students? 2.What is the relationship between these cultural dimensions and the students' information use?Insights emerged deductively when the data was analysed thematically. The data revealed that when this group of students used information, the following cultural dimensions of information use were noted:• Personified information;• Information for personal needsii The cultural dimensions of information use among Emirati postgraduate students• Information for personal improvement• Ambiguous information (acceptable in spoken situations)• Using information purposefully• Enjoyment in the information use flow• Information contributors.The UAE is slowly accumulating academic research contextually related to the country. However, at times there was not enough written academic resources to support the information use for these Masters Students studying at an applied level.As a result, this cohort had to use alternative ways of finding and using information to support their dissertation work. These students faced challenges such as a lack of written academic resources, studying in their second language and only gaining their confidence as researchers later in their educational experience. Persevering through these challenges steered them to finding information through alternate routes like industry professionals. Ultimately they were rewarded with growing confidence as researchers and enjoyable encounters with new information. More importantly these experiences have compelled these students to contributing to ...

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Sociocultural Learning Theories and Information Literacy Teaching Activities in Higher Education

Cited by 95 publications

References 14 publications

Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development

Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development

“Learning to like learning”: an appreciative inquiry into emotions in education

The Cultural Dimensions of Information Use Among Emirati Postgraduate Students

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