The purpose of this paper is to explore social living labs as a participatory methodology and context for fostering digital literacy and community well-being. This…
The purpose of this paper is to explore social living labs as a participatory methodology and context for fostering digital literacy and community well-being. This approach is examined through a case study of Food Rescue Townsville, a voluntary community organisation in North Queensland, Australia.
Using qualitative case study methodology, the research investigated volunteers’ experience of a social living lab where they selected, installed and used open source Food Rescue Robot software.
The social living lab enhanced volunteers’ digital literacy and the organisation’s efficiency. The participatory nature and transformative intentions of social living labs are similar to action research as both promote social change through collaboration.
The case study intentionally focuses on one community organisation to gain in-depth insights of a real-life social living lab.
The paper models an innovative approach that contributes to community learning and well-being. It presents a social living labs framework for digital literacy development that is underpinned by participatory action research cycle and integrates informed learning principles. Social living labs provide a learning context and approach that extends beyond digital skills instruction to a holistic process of using information to learn. They enable individuals to participate as digital citizens in the creation, curation and use of digital information.
Informed digital learning through social living labs addresses the digital divide by fostering digital participation, volunteering and community engagement.
The paper is of interest to researchers, information literacy educators and community groups. Theoretical insights and participatory practices of the Food Rescue Townsville case, and the proposed social living labs framework are transferable to other communities.
The purpose of this book is to open a conversation on the idea of information experience, which we understand to be a complex, multidimensional engagement with…
The purpose of this book is to open a conversation on the idea of information experience, which we understand to be a complex, multidimensional engagement with information. In developing the book we invited colleagues to propose a chapter on any aspect of information experience, for example conceptual, methodological or empirical. We invited them to express their interpretation of information experience, to contribute to the development of this concept. The book has thus become a vehicle for interested researchers and practitioners to explore their thinking around information experience, including relationships between information experience, learning experience, user experience and similar constructs. It represents a collective awareness of information experience in contemporary research and practice. Through this sharing of multiple perspectives, our insights into possible ways of interpreting information experience, and its relationship to other concepts in information research and practice, is enhanced. In this chapter, we introduce the idea of information experience. We also outline the book and its chapters, and bring together some emerging alternative views and approaches to this important idea.
This chapter highlights the varied scope of research in the emerging information experience domain. First, I share my perspective as educator-researcher on information…
This chapter highlights the varied scope of research in the emerging information experience domain. First, I share my perspective as educator-researcher on information experience and its association with informed learning. Then, in six methodological snapshots I present a selection of qualitative approaches which are suited to investigating information experience. The snapshots feature: action research, constructivist grounded theory, ethnomethodology, expanded critical incident approach, phenomenography and qualitative case study. By way of illustration, six researchers explain how and why they use one of these methods. Finally, I review the key characteristics of the six methods and their respective benefits for information experience research.
This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this…
This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy?
This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us.
This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information.
This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts.
The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts.
There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.
In this closing chapter the editors review key themes that have emerged through the book. We recognize the varied and dynamic nature of information experience across…
In this closing chapter the editors review key themes that have emerged through the book. We recognize the varied and dynamic nature of information experience across multiple contexts, and present our own conceptualization of information experience. Finally, we consider possible future directions for information experience research.
Purpose – The purpose of this chapter is to assess the avenues through which traditional notions of information literacy skills shape oral communication curriculum and to…
Purpose – The purpose of this chapter is to assess the avenues through which traditional notions of information literacy skills shape oral communication curriculum and to identify steps that can be taken to transform the experience of students in the public speaking classroom so that they are offered an opportunity to develop understandings of how they use information to learn.
Approach – This chapter engages in an analysis of teaching materials and best practice scholarship used in the traditional college public speaking classroom. An informed learning perspective is applied to this corpus to identify the ways in which an information literacy skills approach is reflected in current practice.
Findings – The analysis highlights the prevalence of an information literacy skills approach throughout the oral communication curriculum. Textbooks, assignment types and guidelines, along with grading rubrics and instructor feedback all perpetuate a skills approach. Outside class support, including peer tutors and library instruction, also contribute to a focus on information literacy over informed learning.
Implications – Informed learners are better prepared to engage and apply information across contexts and to use information to continue learning. Informed learners are reflective on the knowledge they gain through information use. Therefore, this chapter concludes that public speaking courses, along with the communication centers and libraries that support oral communication instruction, should embrace an informed learning approach to the development of course materials, assignments, and teaching.
Originality/value – Suggestions for reframing public speaking curriculum and support from the informed learning perspective are provided.