TY  - CHAP
AB  - Abstract Findings – The information practices of the groups developed in different ways depending on a number of factors consistent with informed learning. Students were motivated by achieving high grades, and data reveal that students respond to surveillance from teaching staff and each other by communicating outside of the official discussion board space. This is illuminating because by resisting power in this way students develop new practices that are specifically relevant to their group, and shows how dominant power and resistance to it help develop facets of informed learning.
VL  - 46
SN  - 978-1-78769-062-2, 978-1-78769-061-5/0065-2830
DO  - 10.1108/S0065-283020190000046010
UR  - https://doi.org/10.1108/S0065-283020190000046010
AU  - Webster Lee
AU  - Whitworth Andrew
ED  - Kim L. Ranger
PY  - 2019
Y1  - 2019/01/01
TI  - Power and Resistance in Informed Learning
T2  - Informed Learning Applications: Insights from Research and Practice
T3  - Advances in Librarianship
PB  - Emerald Publishing Limited
SP  - 115
EP  - 131
Y2  - 2021/01/23
ER  -