語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Exploring the Impact of Feedback on ...
~
Bishop, Natalie Edwards.
FindBook
Google Book
Amazon
博客來
Exploring the Impact of Feedback on Learning Transfer in the Liminal Space for Information Literacy.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Exploring the Impact of Feedback on Learning Transfer in the Liminal Space for Information Literacy./
作者:
Bishop, Natalie Edwards.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:
192 p.
附註:
Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Contained By:
Dissertations Abstracts International80-10A.
標題:
Library science. -
電子資源:
https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10845055
ISBN:
9781392045954
Exploring the Impact of Feedback on Learning Transfer in the Liminal Space for Information Literacy.
Bishop, Natalie Edwards.
Exploring the Impact of Feedback on Learning Transfer in the Liminal Space for Information Literacy.
- Ann Arbor : ProQuest Dissertations & Theses, 2018 - 192 p.
Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
Thesis (Ed.D.)--Gardner-Webb University, 2018.
This item must not be sold to any third party vendors.
Exploring the Impact of Feedback on Learning Transfer in the Liminal Space for Information Literacy. Bishop, Natalie Edwards, 2018: Dissertation, Gardner-Webb University, Feedback/Learning Transfer/Liminal Space/Threshold Concepts/Information Literacy/Adult Learning. Mastering new knowledge is a transformative process, but what happens between initial confrontation with new knowledge and the moment it is mastered? This qualitative case study investigated perceptions on how feedback loops influenced student growth and learning transfer in the liminal space. Myer and Land (2005) described the liminal space as a stuck place where learners are wrestling with their conceptual understanding of knowledge that is troublesome. Students were adult undergraduates in an online information literacy course. Librarians teaching the course were early adopters of ACRL's The Framework for Information Literacy in Higher Education (the Framework) and participated in on-site professional development for effective feedback practices and Framework implementation. The Framework, based on Meyer and Land's threshold concept theory, represents a pedagogical shift in how librarians teach and assess information literacy. Previous practice focused on skills-based standards; the Framework focuses on development students' conceptual understanding of information creation, acquisition, and use. Findings of the study indicated that instructors and students have divergent perceptions regarding student entry points into the liminal space. Identifying liminal spaces can influence which feedback strategies are used to support learning transfer. Findings further indicated that instructors are also within a liminal space with Framework implementation as the pedagogy adoption is still new for Library Science. Conclusions identified effective feedback strategies to support learning transfer for students in the liminal space. The study offers a pathway for qualitative assessment of the Framework and suggests support strategies for librarians as learners as they continue to teach and assess the Framework.
ISBN: 9781392045954Subjects--Topical Terms:
539284
Library science.
Subjects--Index Terms:
Adult learning
Exploring the Impact of Feedback on Learning Transfer in the Liminal Space for Information Literacy.
LDR
:03422nmm a2200409 4500
001
2275313
005
20210119090658.5
008
220723s2018 ||||||||||||||||| ||eng d
020
$a
9781392045954
035
$a
(MiAaPQ)AAI10845055
035
$a
(MiAaPQ)gardnerw:10806
035
$a
AAI10845055
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Bishop, Natalie Edwards.
$3
3553558
245
1 0
$a
Exploring the Impact of Feedback on Learning Transfer in the Liminal Space for Information Literacy.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2018
300
$a
192 p.
500
$a
Source: Dissertations Abstracts International, Volume: 80-10, Section: A.
500
$a
Publisher info.: Dissertation/Thesis.
500
$a
Advisor: Putnam, Jennifer D.
502
$a
Thesis (Ed.D.)--Gardner-Webb University, 2018.
506
$a
This item must not be sold to any third party vendors.
520
$a
Exploring the Impact of Feedback on Learning Transfer in the Liminal Space for Information Literacy. Bishop, Natalie Edwards, 2018: Dissertation, Gardner-Webb University, Feedback/Learning Transfer/Liminal Space/Threshold Concepts/Information Literacy/Adult Learning. Mastering new knowledge is a transformative process, but what happens between initial confrontation with new knowledge and the moment it is mastered? This qualitative case study investigated perceptions on how feedback loops influenced student growth and learning transfer in the liminal space. Myer and Land (2005) described the liminal space as a stuck place where learners are wrestling with their conceptual understanding of knowledge that is troublesome. Students were adult undergraduates in an online information literacy course. Librarians teaching the course were early adopters of ACRL's The Framework for Information Literacy in Higher Education (the Framework) and participated in on-site professional development for effective feedback practices and Framework implementation. The Framework, based on Meyer and Land's threshold concept theory, represents a pedagogical shift in how librarians teach and assess information literacy. Previous practice focused on skills-based standards; the Framework focuses on development students' conceptual understanding of information creation, acquisition, and use. Findings of the study indicated that instructors and students have divergent perceptions regarding student entry points into the liminal space. Identifying liminal spaces can influence which feedback strategies are used to support learning transfer. Findings further indicated that instructors are also within a liminal space with Framework implementation as the pedagogy adoption is still new for Library Science. Conclusions identified effective feedback strategies to support learning transfer for students in the liminal space. The study offers a pathway for qualitative assessment of the Framework and suggests support strategies for librarians as learners as they continue to teach and assess the Framework.
590
$a
School code: 0837.
650
4
$a
Library science.
$3
539284
650
4
$a
Instructional Design.
$3
3432465
650
4
$a
Higher education.
$3
641065
653
$a
Adult learning
653
$a
Feedback
653
$a
Information literacy
653
$a
Learning transfer
653
$a
Liminal space
653
$a
Threshold concepts
690
$a
0399
690
$a
0447
690
$a
0745
710
2
$a
Gardner-Webb University.
$b
School of Education.
$3
1673431
773
0
$t
Dissertations Abstracts International
$g
80-10A.
790
$a
0837
791
$a
Ed.D.
792
$a
2018
793
$a
English
856
4 0
$u
https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10845055
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9427046
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入