Terms of Information Engagement: Supporting Connection and Inquiry within Digital Learning Spaces
Type of Presentation
Individual paper/presentation
Conference Strand
Assessment
Target Audience
Higher Education
Second Target Audience
K-12
Location
Session 4 Papers
Relevance
This proposal relates to the teaching and learning of information literacy as it provides a framework for investigating student connection and inquiry within digital learning spaces.
Proposal
Though we are still connected, in fact, more connected, within the realm of the digital learning spaces, there is an undeniable abstraction of both information and relationship that comes with the lack of face-to-face interaction. As we lose opportunities of real-time engagement, this abstraction can prove detrimental to learning. The importance of information literacy— an ability to conduct research and apply critical thinking—within digital learning spaces requires us to understand if and how students are connecting to the information and to one another within these spaces. Connection within a shared space becomes the commonality for students in a digital classroom. Meeting synchronously (should) strengthen this commonality, just as it does within the face-to-face (FtF) classroom. However, current research suggests that this identification can be available even without synchronous online class meetings. Therefore, the purpose for this presentation is two-fold. First, this presentation will outline current research to define the keywords of information engagement as it relates to digital learning spaces. Engagement, here, refers to how students are maintaining connections with both their research and their peers. Then, these keywords will be applied to pedagogical methods that support both research connection and inquiry within these learning spaces.
Short Description
This presentation centers on the information literacy praxis of digital learning spaces. As such, there are two key points of focus: connection and inquiry. Connection, here, refers to the ways that students relate to their research and to one another. Inquiry serves as the catalyst for this connection. In summarizing current scholarship, this presentation offers practical pedagogical methods that support information literacy within digital learning spaces.
Keywords
information literacy, connection, inquiry, engagement, methods, digital learning spaces
Publication Type and Release Option
Event
Recommended Citation
Rae, Samantha, "Terms of Information Engagement: Supporting Connection and Inquiry within Digital Learning Spaces" (2022). Georgia International Conference on Information Literacy. 28.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/28
Terms of Information Engagement: Supporting Connection and Inquiry within Digital Learning Spaces
Session 4 Papers
Though we are still connected, in fact, more connected, within the realm of the digital learning spaces, there is an undeniable abstraction of both information and relationship that comes with the lack of face-to-face interaction. As we lose opportunities of real-time engagement, this abstraction can prove detrimental to learning. The importance of information literacy— an ability to conduct research and apply critical thinking—within digital learning spaces requires us to understand if and how students are connecting to the information and to one another within these spaces. Connection within a shared space becomes the commonality for students in a digital classroom. Meeting synchronously (should) strengthen this commonality, just as it does within the face-to-face (FtF) classroom. However, current research suggests that this identification can be available even without synchronous online class meetings. Therefore, the purpose for this presentation is two-fold. First, this presentation will outline current research to define the keywords of information engagement as it relates to digital learning spaces. Engagement, here, refers to how students are maintaining connections with both their research and their peers. Then, these keywords will be applied to pedagogical methods that support both research connection and inquiry within these learning spaces.
