The same thing can be experienced in a variety of ways. For example, think of a time that you and a friend read the same book, but each got something quite different out of it. Essentially you experienced different aspects of the book. Applying this to higher education, we cannot assume that all students are experiencing their coursework in the same way. In fact, a number of studies reveal that this is not the case. Learning occurs when students begin to experience the thing being learned about in a new way. Learning designs that teach undergraduates to use information require knowing how students and teachers experience using information in the learning process. That is to say that it requires knowing the information experiences of students and teachers. While information behavior is associated with a cognitive viewpoint wherein handing information is typically triggered by needs and motives, information experience is a more inclusive concept that encompasses the variety of different ways that people engage with and use information. Research exploring information experience over the past two decades has resulted in the development of informed learning, a pedagogy emphasizing the role that information plays in learning. Building on prior research, this chapter describes a current study that explores different experiences of informed learning lessons taking place in an undergraduate writing course at a small university in the United States. The preliminary findings from the study will be used to explain how a teacher’s understandings of information experiences can inform the development of an effective learning design.
informed learning, information literacy, information experience, phenomenography, variation theory
Date of this Version
Maybee, Clarence, "Experiences of Informed Learning in the Undergraduate Classroom" (2014). Libraries Faculty and Staff Scholarship and Research. Paper 83.