NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ817261
Record Type: Journal
Publication Date: 2008-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0729-4360
Evidence, Argument and Social Responsibility: First-Year Students' Experiences of Information Literacy when Researching an Essay
Lupton, Mandy
Higher Education Research and Development, v27 n4 p399-414 Dec 2008
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. (Contains 3 tables and 5 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A