ORCID Profile
0000-0002-5809-0702
Current Organisation
James Cook University
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Library and Information Studies | Librarianship | Health Informatics | Health and Community Services
Library and Archival Services | Library and related information services | Health education and promotion |
Publisher: Wiley
Date: 2002
DOI: 10.1002/JID.864
Publisher: Informa UK Limited
Date: 02-10-2018
Publisher: Emerald Group Publishing
Date: 2014
Publisher: Emerald Group Publishing Limited
Date: 29-09-2015
Publisher: Informa UK Limited
Date: 11-2011
Publisher: IGI Global
Date: 2015
DOI: 10.4018/978-1-4666-8632-8.CH055
Abstract: Information Literacy (IL) is presented here from a relational perspective, as people's experience of using information to learn in a particular context. A detailed practical ex le of such a context is provided, in the Health Information Literacy (HIL) experience of 65 to 79 year old Australians. A phenomenographic investigation found five qualitatively distinct ways of experiencing HIL: Absorbing (intuitive reception), Targeting (a planned process), Journeying (a personal quest), Liberating (equipping for independence), and Collaborating (interacting in community). These five ways of experiencing indicated expanding awareness of context (degree of orientation towards their environment), source (breadth of esteemed information), beneficiary (the scope of people who gain), and agency (amount of activity) across HIL core aspects of information, learning, and health. These results illustrate the potential contribution of relational IL to information science.
Publisher: Informa UK Limited
Date: 04-04-2022
Publisher: SAGE Publications
Date: 08-06-2023
DOI: 10.1177/09610006231180320
Abstract: Every year, millions of people are forced to flee their homes to find safety. This paper investigates the information literacy experiences of people from forced migrant backgrounds as they settle into a new country during their first few years of migration. Using a qualitative and interpretive approach incorporating thematic analysis techniques, data were collected through 19 semi-structured interviews and were analysed adopting a thematic analysis approach. Participants were new arrival humanitarian migrants in Australia. The analysis uncovered five different and interconnected themes depicting the information literacy experiences among forcibly displaced people. The themes are: (1) undertaking education (2) reaching out for help (3) comparing and contrasting (4) sharing stories and (5) getting engaged. Grounded in the relational perspective on information literacy, a long-standing theoretical perspective to explore the information literacy of humanitarian migrants, the findings from this study provide an empirically derived evidence base to inform the design and delivery of services providing information, support and education to humanitarian migrants entering Australia for protection or resettlement.
Publisher: Australasian Association of Writing Programs
Date: 29-10-2020
DOI: 10.52086/001C.23460
Abstract: Given evidence of enhanced productivity and citations achieved by collaborative writers, it is important for researchers to develop collaborative capacity (Abramo, D’Angelo & Di Costa 2009 McCarty, Jawitz, Hopkins & Goldman 2013). Our theoretical paper defines the concepts of Collaborative Capacity and Informed Research and incorporates them within a Collaborative Research Culture Framework. We also present five stories that illustrate how elements of the Framework, including Collaborative Capacity, can help the collaborative research writer to overcome challenges and engage successfully in collaborative opportunities. One story focuses on a student and supervisor collaboration to highlight the role of trust and respect another describes how student collaborations can enrich and enable informal, formal and sanctioned networks a third describes the innovation, inclusion and initiative achieved through writing collaboratively a fourth demonstrates how leadership capacity facilitates the creation of a successful edited book, and the last examines how writers as informed researchers can engage with critical communities and resources. All the stories occur in global and cross-disciplinary contexts and exemplify the potential for developing new collaborative writing approaches. While the stories are generic they are loosely based on collegially shared or reported experiences. The power of adopting a narrative approach in this paper is that it allows the exploration of the particular in ordinary, everyday instances (Clandinin 2013 Donnelly, Gabriel, Özkazanç‐Pan & Kara 2013). The stories demonstrate how a writer can develop Collaborative Capacity, by showing leadership and being an informed researcher, supporting access to different networks, genres and media that progress their research endeavours within and across disciplines and sectors (e.g., government, industry, community and the non-profit). We conclude that the Framework enables strategic reflection by those seeking to successfully collaborate through development of Collaborative Capacity.
Publisher: Springer International Publishing
Date: 2015
Publisher: CILIP Information Literacy Group
Date: 05-06-2017
DOI: 10.11645/11.1.2184
Abstract: Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previouly published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to information literacy. In this paper, Christine Bruce introduces the background to this work and the contributing researchers. Then the in idual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network. The key ideas presented are: The expressive window for information literacy (Mandy Lupton) information experience design (Elham Sayyad Abdi) cross-contextuality and experienced identity (Andrew Demasson) informed learning design (Clarence Maybee) spaces for inclusive informed learning (Hilary Hughes) and informed systems (Mary Somerville and Anita Mirjamdotter). In each piece, authors reflect on what the idea is about, where it came from and what it might mean for research and practice.
Publisher: Emerald Group Publishing Limited
Date: 12-08-2014
Publisher: Elsevier BV
Date: 10-2016
Publisher: Emerald Group Publishing
Date: 2014
Publisher: Informa UK Limited
Date: 10-2016
Publisher: IGI Global
Date: 2015
DOI: 10.4018/978-1-4666-8632-8.CH106
Abstract: Information literacy is an issue of growing global concern. Amidst changing technologies, our information worlds intersect with all aspects of our lives. This chapter introduces the relational approach to information literacy, its evolution, application in contemporary research, and emerging directions. It presents the approach, as introduced by Australian researchers, as an integration of experiential, contextual, and transformational perspectives. The chapter first reflects on the wider information literacy domain and then addresses the development of the relational approach, its fundamental elements and characteristics, as well as its adoption in key contexts. The chapter also explores significant studies that have contributed to its evolution and considers the impact of the development of the relational framework and related research. The chapter concludes with a focus on new directions emerging from the relational understanding of information literacy.
Publisher: Walter de Gruyter GmbH
Date: 2008
Publisher: Elsevier BV
Date: 07-2013
Publisher: Springer International Publishing
Date: 2013
Publisher: Informa UK Limited
Date: 08-05-2018
Publisher: IGI Global
Date: 2014
DOI: 10.4018/978-1-4666-5158-6.CH006
Abstract: Information literacy is an issue of growing global concern. Amidst changing technologies, our information worlds intersect with all aspects of our lives. This chapter introduces the relational approach to information literacy, its evolution, application in contemporary research, and emerging directions. It presents the approach, as introduced by Australian researchers, as an integration of experiential, contextual, and transformational perspectives. The chapter first reflects on the wider information literacy domain and then addresses the development of the relational approach, its fundamental elements and characteristics, as well as its adoption in key contexts. The chapter also explores significant studies that have contributed to its evolution and considers the impact of the development of the relational framework and related research. The chapter concludes with a focus on new directions emerging from the relational understanding of information literacy.
Publisher: Elsevier BV
Date: 04-2017
Publisher: Informa UK Limited
Date: 18-11-2018
Publisher: Informa UK Limited
Date: 02-10-2018
Publisher: Informa UK Limited
Date: 1995
Publisher: Emerald
Date: 20-07-2020
DOI: 10.1108/AJIM-11-2019-0333
Abstract: This paper aims to discuss what it means to consider the information experience of academic information management from a constructivist grounded theory perspective. Using a doctoral study in progress as a case illustration, the authors demonstrate how information experience research applies a wide lens to achieve a holistic view of information management phenomena. By unifying a range of elements, and understanding information and its management to be inseparable from the totality of human experience, an information experience perspective offers a fresh approach to answering today's research questions. The case illustration is a constructivist grounded theory study using interactive interviews, an original form of semi-structured qualitative interviews combined with card-sorting exercises (Conrad and Tucker, 2019), to deepen reflections by participants and externalize their information experiences. The constructivist variant of grounded theory offers an inductive, exploratory approach to address the highly contextualized information experiences of student-researchers in managing academic information. Preliminary results are reported in the form of three interpretative categories that outline the key aspects of the information experience for student-researchers. By presenting these initial results, the study demonstrates how the constructivist grounded theory methodology can illuminate multiple truths and bring a focus on interpretive practices to the understanding of information management experiences. This new approach offers holistic insights into academic information management phenomena as contextual, fluid and informed by meaning-making and adaptive practices. Limitations include the small s le size customary to qualitative research, within one situated perspective on the academic information management experience. The study demonstrates the theoretical and methodological contributions of the constructivist information experience research to illuminate information management in an academic setting.
Publisher: Informa UK Limited
Date: 10-2016
Publisher: Informa UK Limited
Date: 17-05-2016
Publisher: Elsevier BV
Date: 10-2010
Start Date: 12-2015
End Date: 12-2019
Amount: $153,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 06-2010
End Date: 12-2013
Amount: $175,000.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2013
End Date: 12-2016
Amount: $270,000.00
Funder: Australian Research Council
View Funded Activity