Monday, April 15, 2019

Recent articles: health information; éducation aux médias et à l’information; teacher attitudes; Informed learning #infolit

Maybee, C., Bruce, C.S., Lupton, M. & Pang, M.F. (2019). Informed learning design: teaching and learning through engagement with information, Higher Education Research & Development, 38(3), 579-593. (not open access until 2020) "While higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content."

Frau-Meigs, D. (2019). Créativité, éducation aux médias et à l’information, translittératie : vers des humanités numériques. Quaderni, 98, (Hiver 2018-2019), 87-105. (not open access until 2022) [In French, English abstract)

Ait Hattani, H. (2019). Media Literacy Education in Secondary School: Teachers' Attitudes. Journal of Media Research, 12 (1), 5-26. access)

Magsamen-Conrad, K., Dillon, J., Verhoff, C.B. & Faulkner, S. (2018) Online Health-Information Seeking Among Older Populations: Family Influences and the Role of the Medical Professional. Health Communication. (early online publication). (not open access) "The authors interviewed middle-aged and older adults about their online health information seeking behavior and discovered that technology and health literacy are influenced by a collective ability to manage the health and technological needs of a family. ... Findings suggest that health can be co-managed if at least one person in a family unit is technologically “savvy” and able to effectively share health information. However, individuals’ confidence in their own literacy often depends on others, usually family members who tend to “do” instead of “teach.”"
Photo by Sheila Webber: pink blossom on a grey day, April 2019

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