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From Information Literacy to the Learner Journey: Aligning Academics and Librarians Through Pedagogic Research

Pittaway, Sarah ORCID: https://orcid.org/0000-0001-6421-3871 (2020) From Information Literacy to the Learner Journey: Aligning Academics and Librarians Through Pedagogic Research. New Review of Academic Librarianship, 25 (2-4). pp. 150-170. ISSN 1740-7834

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Abstract

Definition – the learner journey is here defined as the study, information and research skills that a student brings to university with them and develops throughout the course of their degree programme
Scope & methodology – research on academics’ perceptions, expectations and assumptions about the learner journey was conducted via semi-structured interview, in order to underpin a refreshed library teaching ‘menu’ at the University of Worcester
Results – consistencies and differences in approaches to levels of study, and a number of common themes, including student independence, transition, and technology were revealed
Outcomes – from the evidence base, the project yielded both tangible outputs (the teaching menu, a self-audit tool, a PGCert session) and less quantifiable ones, such as positioning Library Services as pedagogic partners and researchers

Item Type: Article
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Staff and students at the University of Worcester can access the full-text of the online published version via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service.

Uncontrolled Keywords: learner journeys, information literacy, pedagogic research
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Z Bibliography. Library Science. Information Resources > Z665 Library Science. Information Science
Divisions: Central Services > Library Services
Related URLs:
Depositing User: Sarah Pittaway
Date Deposited: 05 Mar 2019 14:50
Last Modified: 18 Mar 2020 17:13
URI: https://eprints.worc.ac.uk/id/eprint/7668

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