Monday, February 1, 2016

New Informed Learning articles to read

Stonebraker, Ilana. (2016). "Toward informed leadership: Teaching students to make better decisions using information." Journal of Business & Finance Librarianship 21(3-4), 229-238.

Somerville, Mary, & Niki Chatzipanagiotou. "Informed Systems: Enabling Collaborative Evidence Based Organizational Learning." Evidence Based Library and Information Practice [Online], 10.4 (2015): 24-39. Web. 1 Feb. 2016

AND: Communications in Info Lit, v. 9 issue 1[]=17&path[]=showToc


Lundstrom, K., Diekema, A., Leary, H., Haderlie, S., Holliday, W. "Teaching and Learning Information Synthesis: An Intervention and Rubric Based Assessment." Communications in Information Literacy, North America, 9, Jun. 2015. Available at: Date accessed: 01 Feb. 2016. 

The article above is GREAT for explaining a process for organizing and synthesizing a paper, as well as how to assess with a rubric! 


Hepworth, M., Grunewald, P., & Walton, G. (2014). Research and practice. Journal of Documentation, 70(6), 1039-1053. doi:10.1108/JD-02-2014-0040 
Retrieved from (in Libguides research folder)

"information behaviour studies would be driven by the community who would explore their reality and learning, from an information perspective, and work towards developing their own solutions, drawing on external expertise when appropriate ... working closely with the community is a more likely strategy for an information solution provider ... [yet] broad generalisations about people's information behaviour can... inform the design of information solutions" (Table I, 1048)

Means, unfortunately, that using surveys or written materials instead of facilitated conversations or tasks leads to a "Positivist, A Cartesian, analytical
perspective" (Table 1) instead of a "Phenomenological, e.g. phenomenography,
phenomenology... Holistic ... orientation." Good table explaining these differences.

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