Doctoral Students' Engagement with Information: An American-Australian Perspective

This paper centers on doctoral-level education candidates in the United States and Australia and their realms of engagement with information. On the basis of in-depth interviews with American and Australian doctoral students and academic librarians, we pose a critical reflection upon the two doctora...

Full description

Saved in:
Bibliographic Details
Published in:Portal (Baltimore, Md.) Md.), 2007-07, Vol.7 (3), p.317-332
Main Authors: Green, Rosemary, Macauley, Peter
Format: Article
Language:English
Subjects:
Australia
Candidates
Concept Mapping
Doctoral Programs
Doctoral Students
Educational Environment
Foreign Countries
Graduate Students
Higher education
Independent Study
Information Literacy
Information seeking behaviour
Information Skills
Intentional Learning
Intermode Differences
Learning
Learning Processes
Lifelong Learning
Literacy
Literature Reviews
Postgraduate students
R&D
Research & development
Research methodology
Search Strategies
States
Student Characteristics
Student Experience
Student Motivation
Students
Teaching Methods
Theory Practice Relationship
United States
USA
User Needs (Information)
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper centers on doctoral-level education candidates in the United States and Australia and their realms of engagement with information. On the basis of in-depth interviews with American and Australian doctoral students and academic librarians, we pose a critical reflection upon the two doctoral pedagogies as they relate to experiences of doctoral candidates as intentional learners, doctoral students' engagement with information, and information literacy learning. Rather than viewing commencing doctoral students as information deficient, we prefer to value their experiences, their profiles, and the ways that existing understandings about information shape their information engagements. (Contains 69 notes.)
ISSN:1531-2542
1530-7131
1530-7131
DOI:10.1353/pla.2007.0031