Year seven students, information literacy skills and transfer: a grounded theory

James E. Herring

    Research output: ResearchDoctoral/Master's Thesis

    Abstract

    This study took place in three state secondary schools in rural New South Wales. The key aims of the study were to a) examine and interpret the views of year seven students in these schools, on their reflections on and use of a range of information literacy skills and techniques; b) to examine and interpret the views of year seven students in these schools, on the extent to which they transferred information literacy skills across time and across subjects; and c) to develop a grounded theory relating to a) and b) above. The study also sought to interpret the views of students, teachers and teacher librarians on students' reflections on and use of a range of information literacy skills and techniques, including brainstorming, concept mapping, question formulation, information retrieval, evaluation of sources, evaluation of information and ideas within sources, note taking and assignment writing. The study took an interpretivist approach and used constructivist grounded theory as its methodology. Data was gathered in the form of observation, student diaries, student questionnaires, and interviews with students, teachers and teacher librarians. Data analysis used grounded theory techniques, including initial and focused coding, category formulation and theoretical sampling.
    LanguageEnglish
    QualificationDoctor of Philosophy
    Awarding Institution
    • Charles Sturt University
    Place of PublicationAustralia
    Publisher
    StatePublished - 2010

    Fingerprint

    grounded theory
    literacy
    student
    student teacher
    librarian
    teacher
    evaluation
    school
    information retrieval
    coding
    secondary school
    data analysis
    questionnaire
    methodology
    interview
    time

    Cite this

    Herring, J. E. (2010). Year seven students, information literacy skills and transfer: a grounded theory Australia: Charles Sturt University
    Herring, James E.. / Year seven students, information literacy skills and transfer: a grounded theory. Australia : Charles Sturt University, 2010.
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    abstract = "This study took place in three state secondary schools in rural New South Wales. The key aims of the study were to a) examine and interpret the views of year seven students in these schools, on their reflections on and use of a range of information literacy skills and techniques; b) to examine and interpret the views of year seven students in these schools, on the extent to which they transferred information literacy skills across time and across subjects; and c) to develop a grounded theory relating to a) and b) above. The study also sought to interpret the views of students, teachers and teacher librarians on students' reflections on and use of a range of information literacy skills and techniques, including brainstorming, concept mapping, question formulation, information retrieval, evaluation of sources, evaluation of information and ideas within sources, note taking and assignment writing. The study took an interpretivist approach and used constructivist grounded theory as its methodology. Data was gathered in the form of observation, student diaries, student questionnaires, and interviews with students, teachers and teacher librarians. Data analysis used grounded theory techniques, including initial and focused coding, category formulation and theoretical sampling.",
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    Herring, JE 2010, 'Year seven students, information literacy skills and transfer: a grounded theory', Doctor of Philosophy, Charles Sturt University, Australia.

    Year seven students, information literacy skills and transfer: a grounded theory. / Herring, James E.

    Australia : Charles Sturt University, 2010.

    Research output: ResearchDoctoral/Master's Thesis

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    AU - Herring,James E.

    N1 - Thesis

    PY - 2010

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    AB - This study took place in three state secondary schools in rural New South Wales. The key aims of the study were to a) examine and interpret the views of year seven students in these schools, on their reflections on and use of a range of information literacy skills and techniques; b) to examine and interpret the views of year seven students in these schools, on the extent to which they transferred information literacy skills across time and across subjects; and c) to develop a grounded theory relating to a) and b) above. The study also sought to interpret the views of students, teachers and teacher librarians on students' reflections on and use of a range of information literacy skills and techniques, including brainstorming, concept mapping, question formulation, information retrieval, evaluation of sources, evaluation of information and ideas within sources, note taking and assignment writing. The study took an interpretivist approach and used constructivist grounded theory as its methodology. Data was gathered in the form of observation, student diaries, student questionnaires, and interviews with students, teachers and teacher librarians. Data analysis used grounded theory techniques, including initial and focused coding, category formulation and theoretical sampling.

    M3 - Doctoral/Master's Thesis

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    Herring JE. Year seven students, information literacy skills and transfer: a grounded theory. Australia: Charles Sturt University, 2010.