A longitudinal study of changes in learners' cognitive states during and following an information literacy teaching intervention

Purpose – This paper seeks to identify the changes in cognition associated with becoming information-literate, specifically, in relation to the evaluation of information. Additionally, it puts forward a model for a teaching and learning intervention that engages the learner and leads to higher order...

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Bibliographic Details
Main Authors: Geoffrey L. Walton, Mark Hepworth
Format: Default Article
Published: 2011
Subjects:
Information systems not elsewhere classified
Library and information studies not elsewhere classified
Other information and computing sciences not elsewhere classified
Behaviour
Electronic resources
Social networks
Learning
Cognition
Critical thinking
Information Systems
Library and Information Studies
Information and Computing Sciences not elsewhere classified
Online Access:https://hdl.handle.net/2134/13120
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https://hdl.handle.net/2134/13120

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