Sylvia L. Edwards
Bio: Sylvia L. Edwards is an academic researcher from Queensland University of Technology. The author has contributed to research in topics: Information literacy & Curriculum. The author has an hindex of 23, co-authored 85 publications receiving 1533 citations.
Papers published on a yearly basis
TL;DR: A model, Six Frames for Information Literacy Education, is proposed as a tool for analysing, interpreting and understanding these challenges; and the relational frame is explained in more detail.
Abstract: Information literacy educators are daily challenged by an environment in which colleagues and students bring very different perspectives to curriculum design, teaching and learning, and by the need to apply theories of learning to information literacy education in coherent ways. The purpose of this paper is to propose a model, Six Frames for Information Literacy Education, as a tool for analysing, interpreting and understanding these challenges; and to explain the relational frame in more detail. In the first part of this paper we provide an overview of the different ways in which teaching, learning, and information literacy may be approached. We also introduce the Six Frames for information literacy education. In the second part, we explore some challenges and techniques of applying the relational frame for information literacy education in more detail. Finally, we suggest some ways in which using the six frames may assist practice.
TL;DR: In this paper, the authors presented a survey instrument that captured the use of Web 2.0 applications by Malaysian students for learning, and found that students in Malaysia are reasonably well exposed to Web 2.0 applications and comfortable to use them for learning purposes.
Abstract: Purpose – Many research have uncovered the use of Web 2.0 technology by students from various countries. Yet, limited studies have been done from the context of developing country such as Malaysia. This paper aims to highlight the development of a survey instrument that captured the use of Web 2.0 applications by Malaysian students for learning.Design/methodology/approach – Surveys had been used by most studies to gather empirical evidence about the use of Web 2.0 by young generations. The paper discussed how previously used survey instruments were redesigned, modified and constructed. Then, the survey was administered to a total of 217 Malaysian students.Findings – Students in Malaysia are reasonably well exposed to Web 2.0 applications and comfortable to use them for learning purposes. Results are consistent with similar respondents surveyed elsewhere but varied slightly on specific Web 2.0 tools due to exposure and the nature of use. Malaysian students are also found to be passive rather than active co...
01 May 2006
TL;DR: This book examines information literacy from a phenomenographical approach and defines four conceptions of information seeking in an online environment using the Net Lenses Model, developed to represent searching behaviour in the electronic information environment.
Abstract: There are a number of information literacy models in existence, of which Christine Bruce’s Seven Faces of IL, SCONUL’s Seven Pillars model and the Big 6 are possibly the best known. Panning for Gold, which aims to identify information literacy education implications for academic curricula and library programmes, presents an alternative: the Net Lenses Model, developed to represent searching behaviour in the electronic information environment. Essentially, this book is the author’s doctoral thesis, and is based on research carried out with students at Queensland University of Technology (QUT). It examines information literacy from a phenomenographical approach and defines four conceptions of information seeking in an online environment. Phenomenography, as a qualitative research method, has its roots in education and has been developed from investigations into students’ experiences of learning. Edwards, a librarian who became an academic in the School of Information Systems at QUT, chose to apply this method to her study of web-based informationseeking behaviour to better understand the variation in student perceptions, experiences and conceptions of finding information. The Net Lenses Model model builds on Kuhlthau’s Information Search Process and Bruce’s Seven Pillars model. Edwards identifies four conceptions, or categories, which depict the information-searching skill levels of the students who participated in the study. Category 1 describes searching as looking for a needle in a haystack, with web-based information visualized as a formless, unstructured mass from which it is difficult to find relevant information. Category 2 defines the search process as finding a way through a maze, which, by exploring blind alleys and dead ends, selecting search terms and using synonyms, will persevere to achieve a successful outcome. Category 3 introduces the idea of planning searches and understanding how to use tools to filter out irrelevant material, thus reducing search results to a manageable set. Category 4 is seen as panning for gold, by using filtering mechanisms and modifying strategies to locate quality primary, rather than secondary sources of information. Edwards’s Net Lenses Model is an electronic portrayal of the categories by which students’ information searching is defined. It uses a Flash program to demonstrate interactively the ‘outcome space’ which illustrates the critical dimensions of and relationships between the four conceptions identified by the author’s research. ethnography in its number. She also includes grounded theory in this section and offers an interesting debate on whether grounded theory is in fact a method or a mode of analysis. I applaud the way Pickard distinguishes between methodology and methods and between research methods and data collection methods, again, terminology too often confused by those beginning research. Part 3 looks at various methods used to collect data including interviews, diaries, focus groups and questionnaires. Pickard reminds us that research is not a static process and she encourages us to try out different techniques since, as she notes, finding out what does not work can be just as illuminating as discovering what does – she gives an example of this when describing the use of diaries as a collection method. She also reminds us that in many studies, data collection and data analysis go hand-in-hand since what we discover will undoubtedly influence the next step in data collection. The introduction to this section includes a number of practical tips which are both reassuring and sensible – a recurring theme in this book. The final section of the text is concerned with data analysis and presentation. Pickard begins this section with a helpful disclaimer: she lets us know that her text cannot and does not attempt to cover the depth and detail of data analysis and suggests that we read much more widely to learn more. With this proviso in mind, her chapters on analysis cover the essential elements but do not go into sufficient detail to allow the novice researcher to use them to guide their data analysis. Pickard writes briefly about the advantages and disadvantages of using software for data analysis. She discusses SPSS and MINITAB for quantitative analysis but mentions only NUD.IST as an example of qualitative data analysis (QDA). The last chapter of the book lays out a rubric for presenting the research and stresses the need for justification of every step of the research process. Pickard has evidently learned much from her own research as well as from her interactions with research students; her sage advice has the hallmark of those experiences stamped on it. Overall, the book does exactly what it sets out to do: it provides a how-to guide to the research process from conception to presentation and it does so in an accessible, practical manner. It almost feels as if she is helping you through the thinking involved in the process. This book will be of practical value to LIS students and to those studying archives and records management as well as to beginning research in practice. On a final note, one of Pickard’s aims in writing the book was to share the joy of research, comparing research to a grand adventure and researchers to intrepid explorers: she conveys these aspects extremely well and I finished this book excitedly anticipating my next research adventure.
••01 Jan 2011
TL;DR: In this article, the authors present the results from a study of information behaviors in the context of people's everyday lives as part of a larger study of Information behaviors (IB) and find that information avoidance is a common phenomenon in everyday life and consisted of both passive avoidance and active avoidance.
Abstract: This paper presents the results from a study of information behaviors in the context of people's everyday lives as part of a larger study of information behaviors (IB). 34 participants from across 6 countries maintained a daily information journal or diary – mainly through a secure web log – for two weeks, to an aggregate of 468 participant days over five months. The text-rich diary data was analyzed using Grounded Theory analysis. The findings indicate that information avoidance is a common phenomenon in everyday life and consisted of both passive avoidance and active avoidance. This has implications for several aspects of peoples' lives including health, finance, and personal relationships.
TL;DR: The model is a conceptual framework for Internet searching that will help people to overcome the challenges of working within an environment that is subject to continuous change, both in the forms of technology used and in the content that is available through the Internet.
Abstract: Sources of information and other opportunities available via the Internet are increasing exponentially. This comes with the steady increase in Internet use for education, marketing and commercial trading, and in government for communication of information to citizens. Using the action research cycle of planning, acting, recording and reflecting, this article introduces a model for an approach to Internet searching and use. The model is a conceptual framework for Internet searching that will help people to overcome the challenges of working within an environment that is subject to continuous change, both in the forms of technology used and in the content that is available through the Internet. Our model encourages the searcher to use action research principles to enlighten their searching, reflecting and learning about new techniques as the tools that they use change around them. Our model should prove valuable to educators, researchers and consultants to inform their own practice as well as for use in the educational environment.
TL;DR: Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality.
01 Jan 2012
Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
01 Jan 1982
Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index
01 Dec 1989
20 Jan 2017
TL;DR: The Grounded Theory: A Practical Guide through Qualitative Analysis as mentioned in this paper, a practical guide through qualitative analysis through quantitative analysis, is a good starting point for such a study.
Abstract: การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน