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dc.contributor.authorDalbello, Marija
dc.contributor.authorCovi, Lisa
dc.contributor.editorRea, Zajdaen_US
dc.date.accessioned2007-05-01T00:00:01Z
dc.date.available2010-06-18T23:44:28Z
dc.date.issued2003en_US
dc.date.submitted2007-05-01en_US
dc.identifier.citationTool or Sign? Negotiated Learning and Socialization Process in the Students' Perceptions of Technology in the Digital Library Classroom 2003, 4(2):35-52 Information Technology, Education and Societyen_US
dc.identifier.urihttp://hdl.handle.net/10150/106322
dc.descriptionThis article is published in a thematic issue of Information Technology, Education and Society - on Social Informatics.en_US
dc.description.abstractThis study explores the learning process in a group, focusing on novice users of technology, by observing how they build frameworks for deep and strategic learning, the role of the communities of practice and the role of existing learning style as a context for learning. A group of LIS students in a digital library classroom was selected for the study. A pre- and post-test questionnaire and a recorded interview (where students described their experiences of achieving technological proficiency in the course) provided the data for the study. We observed that students provided narratives in which they negotiated the role of technology as tool for digital librarianship. The learning process involved interpretation and repositioning of the learning subjects. The loci of control provided the perceived membership in librarianship as a community of practice and their personal experience. The discourses created by the students emerged in relation to regulative contexts that they perceived from their position, notably the expectations of the marketplace and the profession. The personal experience involved the language of the learning contexts (music, art) that students were familiar with.
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.publisherJames Nicholas Publishersen_US
dc.subjectSocial Informaticsen_US
dc.subject.otherDigital Libraries - Educationen_US
dc.subject.otherDigital Libraries - Developmenten_US
dc.subject.otherCommunities of Practice - Qualitative Analysisen_US
dc.subject.otherKnowledge - Constructivist Approachesen_US
dc.subject.otherDistributed Cognitionen_US
dc.subject.otherSocial Informaticsen_US
dc.subject.otherICT - Innovation and Practiceen_US
dc.subject.otherInformation Technology - Educationen_US
dc.titleTool or Sign? Negotiated Learning and Socialization Process in the Students' Perceptions of Technology in the Digital Library Classroomen_US
dc.typeJournal Article (Paginated)en_US
dc.identifier.journalInformation Technology, Education and Societyen_US
refterms.dateFOA2018-08-20T15:39:33Z
html.description.abstractThis study explores the learning process in a group, focusing on novice users of technology, by observing how they build frameworks for deep and strategic learning, the role of the communities of practice and the role of existing learning style as a context for learning. A group of LIS students in a digital library classroom was selected for the study. A pre- and post-test questionnaire and a recorded interview (where students described their experiences of achieving technological proficiency in the course) provided the data for the study. We observed that students provided narratives in which they negotiated the role of technology as tool for digital librarianship. The learning process involved interpretation and repositioning of the learning subjects. The loci of control provided the perceived membership in librarianship as a community of practice and their personal experience. The discourses created by the students emerged in relation to regulative contexts that they perceived from their position, notably the expectations of the marketplace and the profession. The personal experience involved the language of the learning contexts (music, art) that students were familiar with.


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