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Title:Supporting Informed Learners in the Twenty-first Century
Author(s):Bruce, Christine; Hughes, Hilary; Somerville, Mary M.
Subject(s):Information literacy
Abstract:This article elaborates the concept of informed learning and locates it in educational, workplace, and community settings. Drawing on existing research into people’s experience of information literacy, it identifies critical experiences of informed learners in each of these three settings. It also explores the support required in educational, community, and workplace contexts, which makes informed learning possible. Recognizing strong implications for policy makers in different sectors, the article presents a set of guiding principles for developing informed learning and learners. The idea of informed learning represents and advances understandings of information literacy that incorporate the broader concept of using information to learn: those understandings that go beyond the functional or generic information literacy paradigm and draw attention to the transformational, situated, and critical aspects of information literacy. Using information to learn is a natural, but often implicit part of all formal and informal learning environments, and is a vital component of the lifelong learning agendas of many nations worldwide. Supporting informed learning requires conscious attention to the use of information in the learning process, by educators, managers, trainers, and policy makers in all sectors. It requires a far reaching response to policy directions involving a wide range of stakeholders.
Issue Date:2012
Publisher:Johns Hopkins University Press and the Graduate School of Library and Information Science. University of Illinois at Urbana-Champaign
Citation Info:In Library Trends 60 (3) Winter 2012: 522-545
Publication Status:published or submitted for publication
Rights Information:Copyright 2012 Board of Trustees of the University of Illinois.
Date Available in IDEALS:2014-03-11

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