Jump to content

Draft:DRAFT - Informed Learning

From Wikipedia, the free encyclopedia

Special:MyPage/sandbox/InformedLearning

Definition of informed learning[edit]

Informed learning - which comprises a research-infused concept and pedaogical approach - concerns 'using information to learn'.[1][2]

Informed learning researchers and educators aim to:

  • Understand and enhance the experience of using information to learn.
  • Promote active, collaborative and reflective learning and inquiry through engagement with information from varied sources and perspectives.
  • Foster socially and culturally inclusive information use that is ethical, responsible and safe.

Informed learning has three overarching principles, namely it:

  1. Builds on learners’ current informed learning experiences.
  2. Promotes simultaneous learning about disciplinary content and the information using process.
  3. Enables learners to experience using information and subject content in new ways.[3]

Informed Learning aligns with the information literacy, library and information science (LIS), and education disicplines; and spans formal education, community and workplace contexts.[4] The experiential and holistic nature of informed learning differentiates it from behaviorally-oriented studies, instruction and standardised frameworks of information literacy that focus on developing and measuring information skills and attitudes. It also offers a theoretical counterpart to socio-cultural and critical approaches to information literacy.[5][6]

Origins and theoretical foundation of informed learning[edit]

Conceptually, informed learning builds upon Christine Bruce’s seminal phenomenographic research and conceptualization of the relational model of information literacy:The seven faces of information literacy.[7] This work represents information literacy as the experience of using information to learn, while information use encompasses the breadth and width of human information experience. Research by Bruce, and also Mandy Lupton[8], demonstrates the variation, or different ways, in which people experience the relationship between using information and learning.

Informed learning translates the relational model into a pedgaogical approach.[9]

In the the book Informed learning Bruce introduces the underlying theory and presents a range of reflective prompts and strategies for its design and implementation.[10] This book was published by the Association of College and Research Libraries (ACRL) in 2008. It was later translated into Spanish and published by Asociación Andaluza de Bibliotecarios (AAB, Spain) in 2013.[11][12]

In accordance with the phenomenographic tradition of her research, Bruce presents informed learning as a phenomenon of human life with varying structures of meaning, awareness and experiences of information. Her research shows that people's experience of informed learning is relational rather than dualistic. In other words, information and information users are deeply connected and indivisible in the information experience; and individuals experience learning as a change in - or widening of - awareness.

From an educational perspective, informed learning aims to open the door to ‘a complex of different ways of using information to learn’ which Bruce describes as the Seven faces of informed learning.[13]

<insert 7 Faces of Informed Learning graphic or table here>

Bruce proposes that with Informed Learning:

teaching and learning must a) bring about new ways of experiencing and using information, and b) engage students with the information practices that are relevant to their discipline or profession.[14]

Thus, Informed Learning attends simultaneously to information use and learning, as participants simultaneously expand their information literacy and particular subject knowledge.

Informed Learning in practice[edit]

Through an experiential learning process of inquiry and reflection, learners simultaneously explore a topic and various information types and formats (sensory, embodied, physical and digital, etc.). Informed learning outcomes include new knowledge, greater awareness about aspects of the world, solutions to social or personal problems, and critical and creative information capabilities.

Informed learning educators include disciplinary specialists, educators, workplace trainers, learning and social support officers, community volunteers, and information professionals. In schools and higher education, librarians and academic teachers often form partnerships to embed informed learning into subjects and courses.

Informed Learning recognises that learners bring varied knowledge and experiences to their information use and learning. The Six frames of informed learning suport curriculum design, teaching, learning and assessment that explore different viewpoints, sources and contexts. In this framework, each frame relates to particular discipline content and information use being jointly learned.[15]

<insert 6 Frames of Informed Learning graphic or table here>

The following projects exemplify the ongoing research, design and implementation of informed learning in real life contexts.

At the tertiary education level:[edit]

  • The book Informed learning aplications presents studies of collaboration between librarians and academic faculty to support students' informed learning across different disciplines and countries.[16]
  • The informed learning design model enables educators in higher education to develop curriculum where students learn course content through intentional engagement with information.[17]
  • IMPACT learning introduces a research-based informed learning approach to information literacy education led by instructional and reference librarians in academic libraries.[18]
  • Informed asset-based pedagogy draws together informed learning and other pedagogical strategies to create relevant information literacy learning experiences for US community college students as people of color, capitalizing on their knowledge, cultural wealth, and cultural situadedness.[19]
  • In teacher education, inclusive informed learning formed the subject focus and shaped the pedagogical design of a Masters unit of study for international students at an Australian university.[20]

At school:[edit]

  • For professional developmentat an Australian secondary school, teacher participated in action research to explore how the integration of informed learning ideas could transform subject teaching.[21] The lead researcher applied the same principles to designing a whole school reading project.[22]
  • A six-year integrated information literacy project in Taiwanese schools combined concepts from informed learning, especially the six frames, with inquiry-based learning.[23]

In the community:[edit]

  • A phenomenographic study yielded insights about the information using and learning experiences of young adults in online communities.[24]
  • Another explored how church communities in Australia experience informed learning in five different ways, contributing to spiritual wellness.[25]
  • A participatory project gave supported the design of social living labs for informed learning in the community and interprofessional education.[26]

In professional and workplace contexts[edit]

  • Informed systems design incorporates principles of systems thinking and informed learning for an inclusive, participatory design process that advances information exchange, reflective dialogue, and knowledge creation in organizations.[27]

For wellbeing[edit]

Of particular social and cultural relevance in the contemporary information-infused global environment, informed learning fosters research and practice that advance social wellbeing and appreciative cultural inclusion. For example:

  • Co-design of the Knowledge Center at University for Business and Technology (UBT) in Kosovo integrated principles of informed learning with those of informed systems and information experience design (IXD) to make Kosovo knowledge visible and enhance national knowledge creation.[28]
  • The proposed model of information literacy for wellbeing links informed learning with UNESCO’s Sustainable Development Goals (SDGs).
  • Development of collaborative relationships between libraries and cultural community members enabled co-construction of digital knowledge that inclusively shaped interpretations and narratives of the past, present and future, giving voice to underrepresented peoples.[29]

Informed learning and information experience[edit]

The experience of informed learning is integral to that of information experience which concerns people's engagement with information and how they relate to it in their daily lives. Information experience is complex and multi-dimensional, encompassing actions, thoughts and feelings, as well as cultural, social, spiritual end sensory elements of people's lived experiences of information.[30] Informed learning enables people to understand their information experience - about how they are informed, and how to recognise and make meaning of their daily experiences of information in many differing forms.[31] For educators, understanding learners' information experience is a necessary basis for designing informed learning.[32]

Some examples of information experience initiatives, which incorporate or implicitly reflect informed learning principles and promote using information to learn, include:

  • Co-design project at a North American academic library to enhance information literacy and enrich learning conditions in the workplace.[33]
  • Phenomenographic study of variation in ways of experiencing health information literacy.[34]
  • Qualitative investigation of the information literacy experiences of Australia’s humanitarian migrants.[35]

Continuing evolution[edit]

As the projects featured in this article demonstrate, informed learning continues to evolve through collaborative initiatives in formal education, community, and workplace contexts. They reveal the interplay between theory, research, and learning and teaching that holistically promotes using information to learn. In the words of Christine Bruce:

As we journey in our informed learning work we need to keep in mind that being an informed learner is about being able to maximize the potential of the information environment available in any context. Being an informed learner enables not only productivity and capability, but also innovation and creativity. Informed learners are empowered to help others learn. When being informed, people are being energized, activated to become something new, and bring important changes to our world. Information has the potential to be transformational. As future professionals and leaders, informed learners will be empowered to work to solve problems of poverty, hunger, homelessness, drug addiction, and injustice as well as to help people live and enjoy their lives. Their awareness of information and learning experiences will help them to have influence across social and cultural contexts, digital and physical information environments, as well as commercial and political spaces.[36]

Biographical note: Christine Susan Bruce[edit]

Christine Bruce, the originator of the relational model of infomation literacy and informed learning. ....

  1. ^ Bruce, Christine Susan (2008). Informed learning. Chicago: ALA
  2. ^ Bruce, Christine Susan and Hughes, Hilary (2010). "Informed learning: A pedagogical construct attending simultaneously to information use and learning". Library and Information Science Research , 32(4), pp. A2-A8.
  3. ^ Hughes, Hilary & Bruce, Christine Susan (2012). "Snapshots of informed learning: LIS and beyond". Education for Information. 29 (3–4): 253–269.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  4. ^ Bruce, Christine Susan, Hughes, Hilary & Somerville, Mary M. (2012). "Supporting informed learners in the twenty-first century". Library Trends. 60 (3): 522–545.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  5. ^ Lloyd, Annemaree (2010). Information literacy landscapes: Information literacy in education, workplace and everyday contexts. Oxford: Chandos.
  6. ^ Downey, Annie (2016). Critical information literacy: Foundations, inspirations, and ideas. Sacrmento: Library Juice Press.
  7. ^ Bruce, Christine Susan (1997). The seven faces of information literacy. Adelaide: AusLib Press.
  8. ^ Lupton, Mandy (2008). Information literacy and learning. Adelaide: Auslib Press.
  9. ^ Bruce, Christine Susan and Hughes, Hilary (2010). "Informed learning: A pedagogical construct attending simultaneously to information use and learning". Library and Information Science Research , 32(4), pp. A2-A8.
  10. ^ Bruce, Christine Susan (2008). Informed learning. Chicago: ALA.
  11. ^ Bruce, Christine Susan (2013). "El aprendizaje informado [Informed learning - Chapters 1-5. Translated by Cristóbal Pasadas Ureña]". Boletin de la Asociacion Andaluza de Bibliotecarios. 105 (Enero–Junio): 92–111.
  12. ^ Bruce, Susan Christine (2013). "El aprendizaje informado. [Informed learning - Chapters 6-10. Translated by Cristóbal Pasadas Ureña]". Boletín de la Asociación Andaluza de Bibliotecarios. 106 (Julio–Diciembre): 101–198.
  13. ^ Bruce, Christine Susan (2008). Informed learning. Chicago: ALA. p. 5.
  14. ^ Bruce, Christine Susan (2008). Informed learning. Chicago: ALA, pp. viii-ix.
  15. ^ Bruce, Christine Susan (2008). "Six frames for informed learning". Informed learning.(pp. 22-37). Chicago: ALA.
  16. ^ Ranger, Kim L. (Ed.) (2019). Informed learning applications : Insights from research and practice. Bingley: Emerald.
  17. ^ Maybee, Clarence, Bruce, Christine Susan, Lupton, Mandy, & Pang, Ming (2019). Informed learning design: Teaching and learning through engagement with information. Higher Education Research and Development, 38(3), pp. 579-593.
  18. ^ Maybee, Clarence (2018). IMPACT learning: Librarians at the forefront of change in higher education. Cambridge: Chandos.
  19. ^ Morrison, Kim (2017). "Informed asset-based pedagogy: Coming correct, counter-stories from an information literacy classroom". Library Trends. 66 (2): 176–218.
  20. ^ Hughes, Hilary & Bruce, Christine Susan (2013). International students' experiences of informed learning: A pedagogical case study. International Journal of Pedagogies and Learning, 8(2), pp. 106-119.https://eprints.qut.edu.au/219539/
  21. ^ Whisken, Anne (2022). Informed learning and action research for professional development. In Schultz-Jones, B., & Oberg, D. Global action for school libraries: Models of inquiry. Berlin: De Gruyter Saur.
  22. ^ Whisken, Anne (2021). "Framework for whole school wide reading practice". Synergy. 19 (1): n.p.
  23. ^ Chen, Lin Ching & and Chen, Yaw-Huei (2019). The six frames in schools: Practices from Taiwan. In Ranger, Kim L. (Ed.) (2019). Informed learning applications : Insights from research and practice (p. 5-22). Bingley: Emerald.
  24. ^ Harlan, M. A., Bruce, C., & Lupton, M. (2012). "Teen content creators: Experiences of using information to learn". Library Trends, 60(3), 569-587.
  25. ^ Gunton, L., Bruce, C.S. & Stoodely, I. (2012). "Experiencing religious information literacy: Informed learning in church communities". Australian Library Journal, 61(2), pp. 119-132.
  26. ^ Hughes, Hilary, Foth, Marcus & Mallan, Kerry (2019). "Social living labs for informed learning: A conceptual framework of interprofessional education in community healthcare". Journal of Information Literacy, 13(2), pp. 112-135.
  27. ^ Somerville, Mary M. (2015). Informed systems: Organizational design for learning in action. Amsterdam: Chandos.
  28. ^ Somerville, M. M., Mirijamdotter, A., Hajrizi, E., Sayyad Abdi, E., Gibney, M., Bruce, C. & Stoodley, I. (2020). "Curating knowledge, creating change: University Knowledge Center, Kosovo National Transition". IFLA Journal, 46(2), pp. 151-162.
  29. ^ Somerville, M. M., & EchoHawk, D. (2011). "Recuerdos hablados/Memories spoken: Toward the co-creation of digital knowledge with community significance". Library Trends, 59(4), 650-662.
  30. ^ Bruce, Christine Susan, Davis, Kate, Hughes, Hilary, Partridge, Helen & Stoodley, Ian, Eds. (2014). Information experience: Approaches to theory and practice. Bingley: Emerald.{{cite book}}: CS1 maint: multiple names: authors list (link)
  31. ^ Hughes, Hilary (2014). "Researching Information Experience: Methodological Snapshots". In Bruce et al. (Eds.). Information experience: Approaches to theory and practice (pp. 33-50). Bingley: Emerald.
  32. ^ Maybee, Clarence. (2014). "Experiences of informed learning in the undergraduate classroom". In Bruce et al. (Eds.). Information experience: Approaches to theory and practice (pp. 259-273). Bingley: Emerald.
  33. ^ Somerville, M.M., Imhof, R., Bruce, C.S., Abdi, E.S. (2018). "Workplace information literacy: co-designed information experience-centered systems and practices". In: Kurbanoğlu, S., Boustany, J., Špiranec, S., Grassian, E., Mizrachi, D., Roy, L. (Eds.), Information Literacy in the Workplace. ECIL 2017. Cham: Springer.
  34. ^ Yates, Christine (2015). "Exploring variation in the ways of experiencing health information literacy: A phenomenographic study". Library & Information Science Research. 37 (3): 220–227.
  35. ^ Sayyad Abdi, E., Partridge, H., Bruce, C. S., & Watson, J. (2023). "Understanding the information literacy experiences of Australia’s humanitarian migrants". Journal of Librarianship and Information Science.
  36. ^ Bruce, Christine. (2019). "Preface". In Ranger, K.L. (Ed.), R Informed learning applications: Insights from research and practice (pp. xv-xvi). Leeds: Emerald.
Retrieved from "https://en.wikipedia.org/w/index.php?title=Draft:DRAFT_-_Informed_Learning&oldid=1231758810"