Abstract
Personal learning environments (PLEs) and critical information literacies (CILs) are two concepts that have been presented as responses to the challenges of the rich and complex information landscape. While both approaches support learners’ critical engagement with new information environments, each was developed within a different field. This paper connects and contrasts PLEs and CILs in order to explore the design of pedagogical responses to the information environment. Through a careful examination of PLE and CIL literature, the paper demonstrates that information literacy education intersects with the concepts and goals of PLEs. As such, the authors suggest that PLE scholarship informed by CIL scholarship, and vice versa, will yield a deeper understanding of modern learning contexts as well as a more holistic and responsive learner framework. The example of the research assignment will be used to demonstrate the viability of this approach. With these propositions, the authors invite educators, librarians and information technologists to engage in a dialogue about these concepts and the potential for pedagogical change.Keywords: personal learning environments; information literacy; information landscape; self-directed learningCitation: Research in Learning Technology 2015, 23: 21193 - http://dx.doi.org/10.3402/rlt.v23.21193
Highlights
Educational theorists have long been calling for new pedagogies that are responsive to changing digital information landscapes, that position learners in active and participatory roles and that afford authentic learning opportunities (Brown and Adler 2008; Jenkins 2009; McLoughlin and Lee 2008; Siemens 2005)
The first aim of this paper is to explore Personal learning environments (PLEs) and critical information literacies (CILs) literature to demonstrate how an approach to inquiry that is grounded in PLE and CIL concepts is better equipped to meet learner demands in emerging information landscapes than previous models
This paper explores two approaches to learning that are responsive to changing information landscapes; PLEs and CILs
Summary
Educational theorists have long been calling for new pedagogies that are responsive to changing digital information landscapes, that position learners in active and participatory roles and that afford authentic learning opportunities (Brown and Adler 2008; Jenkins 2009; McLoughlin and Lee 2008; Siemens 2005). The authors will highlight the similarities and differences between each approach as well as the ways in which the two concepts complement each other This leads to the secondary goal of the paper, which is to contend that PLE scholarship informed by CIL scholarship, and vice versa, will position educators to respond holistically to modern learning environments. While some educators have experimented with multi-modal versions of the research assignment, print- and text-based versions that are based around traditional academic information practices and norms remain the standard in North American undergraduate education This means that it serves as an ideal way to explore learner needs, new information landscapes and the current teaching of inquiry in higher education. The paper will finish by exploring how PLE and CIL concepts could be used in the redesign of a research assignment
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