Christine S. Bruce

Ways of experiencing the act of learning to program: A phenomenographic study of introductory programming students at university

Research Report: The research reported here investigates variation in first year university students’early experiences of learning to program, with a particular focus on revealingdifferences in how they go about learning to program. A phenomenographic researchapproach was used to reveal variation in relation to the act of learning to program. Semi-structured interviews were conducted with students who had either completed,or were recently completing a university level introductory programming subject. Theanalysis process revealed five different ways in which students go about learning toprogram in introductory university level units. These are captured in categories ofdescription which capture the critical dimensions of what students learn as well ashow they go about learning. Students may go about learning to program by: • Following – where learning to program is experienced as ‘getting through’ the unit. • Coding – where learning to program is experienced as learning to code • Understanding and integrating – where learning to program is experienced as learning to write a program through understanding and integrating concepts • Problem solving – where learning to program is experienced as learning to do what it takes to solve a problem • Participating or enculturation – where learning to program is experienced as discovering what it means to become a programmer The mapping of the variation constitutes a framework within which one aspect of theteaching and learning of introductory programming, how students go about it, may beunderstood. Implications for teaching and learning in introductory university curriculaassociated with each category are discussed. Recommendations for further researchare made.

Information Literacy Research: Dimensions of the Emerging Collective Consciousness.

ABSTRACTInformation literacy researchers are beginning to develop a collective consciousness, a consciousness that represents the newly appearing territory of information literacy research. This paper analyses the information literacy research territory as it is represented by the emerging collective consciousness of information literacy researchers. Five dimensions of the collective consciousness are proposed: 1) the sectoral location of the research; 2) ways of seeing information literacy; 3) ‘what’ is being investigated, that is the research object; 4) ‘how’ the object is being investigated, that is the research approaches and paradigms; and 5) disciplinary influences. These dimensions are used to: 1) reveal the character of the information literacy research territory which is in early stages of construction; 2) show how different kinds of research approaches can shed different kinds of light on the object of research; and 3) demonstrate how the five dimensions work together in the development of new s...

Research students' early experiences of the dissertation literature review

ABSTRACT The phenomenon of a dissertation literature review is explored from a ‘second-order˚s perspective. Written responses from 41 neophyte research scholars from various disciplines in an Australian university were gathered in response to two questions: ‘What do you mean when you use the words “literature review˚d?˚s and ‘What is the meaning of a literature review for your research?˚s A phenomenographic analysis identified six conceptions, or ways of experiencing, literature reviews: literature review as a list, literature review as a search, literature review as a survey, literature review as a vehicle for learning, literature review as a research facilitator, and literature review as a report. The conceptions represent differing relations between student researchers and the literature. The range of conceptions suggests that the supervisors of postgraduates and other teachers interested in the literature review process need to accept literature reviews as a problem area for students and develop strat...

Faculty‐librarian partnerships in Australian higher education: critical dimensions

Australian higher education is presently subject to a period of substantial change. The needs of the economy and workforce, together with the broader educational role of the university, are leading to focus on lifelong learning as a tool for bringing together the apparently diverging needs of different groups. Within this broader context, the emphasis on lifelong learning and associated graduate capabilities is leading to opportunities for new partnerships between faculty and librarians, partnerships that bring the two groups together in ways that are helping to transform the experience of teaching and learning. This paper explores emerging partnerships in diverse areas, including research and scholarship, curriculum, policy, supervision, and staff development. They are in the early phases of development and result from a broad focus on the learning and information literacy needs of students, as opposed to a narrow focus on using the library and its information resources. Taken together, and viewed from a system‐wide perspective, these partnerships reveal a complex dynamic that is deserving of wider attention across the Australian higher education system and internationally.

Information Literacy: A Framework for Higher Education

Information literacy has been a significant issue in the library community for many years. It is now being recognised as an important issue by the higher education community. This theoretical framework draws together important elements of the information literacy agenda specifically for tertiary educators and administrators. The frame-work examines three areas of primary concern: the possible outcomes of information literacy education (through outlining the characteristics of information literate people); the nature of information literacy education; and the potential role of stake-holders (including information services, faculty, staff developers and learning counsellors) in helping staff and students to be information literate. This theoretical framework forms part of the Griffith University Information Literacy Blueprint. The Blueprint was designed between June and August of 1994. The project, a quality initiative of the Division of Information Services, was led by Janice Rickards, University Librarian.

Reflective Internet searching: an action research model

Sources of information and other opportunities available via the Internet are increasing exponentially. This comes with the steady increase in Internet use for education, marketing and commercial trading, and in government for communication of information to citizens. Using the action research cycle of planning, acting, recording and reflecting, this article introduces a model for an approach to Internet searching and use. The model is a conceptual framework for Internet searching that will help people to overcome the challenges of working within an environment that is subject to continuous change, both in the forms of technology used and in the content that is available through the Internet. Our model encourages the searcher to use action research principles to enlighten their searching, reflecting and learning about new techniques as the tools that they use change around them. Our model should prove valuable to educators, researchers and consultants to inform their own practice as well as for use in the educational environment.

Constituting the significance and value of research: views from information technology academics and industry professionals

The information technology research community, comprising both academic and industry stakeholders, is responding to national and international imperatives that challenge disparate groups to work together. In this article it is shown how, within both academic and industrial contexts, researchers interpret, or constitute, the significance and value of research in different ways. Important aspects of these differences may be described in terms of what comes to the foreground when members of the community are asked to consider the significance of projects; and what recedes to the background, ultimately forming a ‘perceptual boundary’ beyond which they do not see. The study reported here represents a first step in understanding one dimension of the ‘collective consciousness’ of the information technology research community. The framework developed may contribute to the widening awareness of more experienced researchers, as well as revealing something of the character of the research community to those engaged in researcher training, education and development.

Interpreting the scope of their literature reviews: significant differences in research students’ concerns

As librarians have developed a growing concern for fostering the information literacy of library users they have become increasingly involved in teaching many facets of information use. Completing a literature review forms one important context within which people learn to use information effectively, and within this process the need to be able to think critically about the relevance of information is very important. One of the problems that neophyte researchers face in the early stages of their research, is the need to interpret the possible “scope” or “coverage” of their literature review. This article describes eight ways of thinking about scope identified among beginning research students: topicality, comprehensiveness, breadth, exclusion, relevance, currency, availability, and authority. Some of these eight concerns reflect recognised information values. They also suggest strategic directions for librarians and other educators working with beginning researchers. These directions include the need to help students adopt psychological rather than topical views of relevance, and subjective rather than objective views of information. Such strategies are likely to reduce students’ emphasis on comprehensive coverage, and would encourage them to focus on establishing connections and meaning in relation to their own research.

Learning Wellness: How Ageing Australians Experience Health Information Literacy.

Given identified synergies between information use and health status greater understanding is needed about how people use information to learn about their health. This paper presents the findings of preliminary research into health information literacy. Analysis of data from semi-structured interviews revealed six different ways ageing Australians experience using information to learn about their health. Health information literacy is new terrain for information literacy research endeavours and one which warrants further attention by the profession to foster and promote within the community.

Information Literacy Programs and Research: An International Review

This paper provides an overview of contemporary information literacy research and practice. While the content is highly selective, the intention has been to highlight international and Australian developments which have achieved significant recognition, which are representative of similar trends in other places, or which are unique in some way. There are three main foci in the paper. Firstly, an exploration of ways of interpreting the idea of information literacy. Secondly, a synthesis of various efforts to seek new directions in educational, community and workplace contexts, beginning with the major initiatives being undertaken in the United States. Thirdly, an introduction to some recent research, concluding with a summary of my own investigation into different ways of experiencing information literacy.