Fostering a reflective approach to online information use for learning

Abstract

In response to evident limitations in university students’ use of online information for learning this paper proposes a reflective, holistic approach - with potential for higher education and wider lifelong learning contexts - based on a model that combines principles of reflective practice, action research and Bruce’s Seven faces of information literacy.

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Papers that cite the same references — the relational fallback while embeddings are still backfilling.