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Information activities and appropriation in teacher trainees’ digital, group-based learning

Hanell, Fredrik LU (2016) In Information Research 21(1).
Abstract
Introduction: This paper reports results from an ethnographic study of teacher trainees’ information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment.

Method. The participants in the present study are 249 pre-school teacher trainees in Sweden. Three key informants and their teams were followed during a course module using online and offline participant observation. The produced material includes transcribed interviews with nine students, recorded digital interactions from Facebook, Google Drive and Prezi, field notes and a field diary.

Analysis: The material was read repeatedly, coded and comparatively analysed... (More)
Introduction: This paper reports results from an ethnographic study of teacher trainees’ information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment.

Method. The participants in the present study are 249 pre-school teacher trainees in Sweden. Three key informants and their teams were followed during a course module using online and offline participant observation. The produced material includes transcribed interviews with nine students, recorded digital interactions from Facebook, Google Drive and Prezi, field notes and a field diary.

Analysis: The material was read repeatedly, coded and comparatively analysed using the lens of information literacy and the concept appropriation. The analysis generated recurring themes. These themes emerged as phases of the group-based learning process.

Results. The results illustrate how information activities during teacher trainees’ digital, group-based learning are performed during four phases: setting the scene, negotiating the topic, gathering material and presenting the assignment.

Conclusions: Crucial aspects of an information literacy of digital, group-based learning in teacher training are identified. The learning environment of teacher training constrains and enables use and appropriation of digital tools in terms of flexibility, lack of participation and transparency. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
categories
Higher Education
in
Information Research
volume
21
issue
1
publisher
Professor Tom Wilson
external identifiers
  • scopus:85000763668
ISSN
1368-1613
language
English
LU publication?
yes
id
391a2511-cbe8-40a3-a4ad-1c8ce3ce046c (old id 8834451)
alternative location
http://www.informationr.net/ir/21-1/paper700.html
date added to LUP
2016-03-03 16:05:12
date last changed
2017-04-19 13:45:34
@article{391a2511-cbe8-40a3-a4ad-1c8ce3ce046c,
  abstract     = {Introduction: This paper reports results from an ethnographic study of teacher trainees’ information activities in digital, group-based learning and their relation to the interplay between use and appropriation of digital tools and the learning environment.<br/><br>
Method. The participants in the present study are 249 pre-school teacher trainees in Sweden. Three key informants and their teams were followed during a course module using online and offline participant observation. The produced material includes transcribed interviews with nine students, recorded digital interactions from Facebook, Google Drive and Prezi, field notes and a field diary. <br/><br>
Analysis: The material was read repeatedly, coded and comparatively analysed using the lens of information literacy and the concept appropriation. The analysis generated recurring themes. These themes emerged as phases of the group-based learning process. <br/><br>
Results. The results illustrate how information activities during teacher trainees’ digital, group-based learning are performed during four phases: setting the scene, negotiating the topic, gathering material and presenting the assignment. <br/><br>
Conclusions: Crucial aspects of an information literacy of digital, group-based learning in teacher training are identified. The learning environment of teacher training constrains and enables use and appropriation of digital tools in terms of flexibility, lack of participation and transparency.},
  author       = {Hanell, Fredrik},
  issn         = {1368-1613},
  language     = {eng},
  number       = {1},
  publisher    = {Professor Tom Wilson},
  series       = {Information Research},
  title        = {Information activities and appropriation in teacher trainees’ digital, group-based learning},
  volume       = {21},
  year         = {2016},
}