G
Geoff Walton
Researcher at Manchester Metropolitan University
Publications - 56
Citations - 564
Geoff Walton is an academic researcher from Manchester Metropolitan University. The author has contributed to research in topics: Information literacy & Discernment. The author has an hindex of 11, co-authored 53 publications receiving 483 citations. Previous affiliations of Geoff Walton include Staffordshire University & Northumbria University.
Papers
More filters
Journal ArticleDOI
A longitudinal study of changes in learners' cognitive states during and following an information literacy teaching intervention
Geoff Walton,Mark Hepworth +1 more
TL;DR: This paper puts forward a model for a teaching and learning intervention that engages the learner and leads to higher order information literacy (IL) thinking, and focuses on one aspect of information literacy: the ability to evaluate source material.
Book
Teaching Information Literacy for Inquiry Based Learning
Mark Hepworth,Geoff Walton +1 more
TL;DR: The first section of this work covers information behaviour, learning, information literacy, e-learning and pedagogical theory to assist the trainer understand the learner.
Journal ArticleDOI
Using assignment data to analyse a blended information literacy intervention: A quantitative approach:
Geoff Walton,Mark Hepworth +1 more
TL;DR: The data indicated that undergraduate students’ information literacy can be developed, however, additional long-term data is required to establish whether this intervention would have a lasting impact.
Journal ArticleDOI
Research and practice A critical reflection on approaches that underpin research into people’s information behaviour
TL;DR: A conceptual framework is provided that indicates the value of the epistemic spectrum for information behaviour studies and provides support for action research and participative design and supports the view that researchers and developers should be open to respondents leading the exploration of their needs.
Journal ArticleDOI
Information discernment, mis-information and pro-active scepticism
TL;DR: Investigation of school students’ information discernment capabilities showed that with an appropriate embedded learning and teaching intervention, school students adopt a cognitive questioning state, which leads to pro-active scepticism, enhancing their information discernments and in turn enables them to make better information choices.