Designing rich information experiences to shape learning outcomes
采用现象学方法研究师生在语言与性别主题课程中的信息使用体验，发现信息使用方式影响内容学习成果，并揭示教师如何设计课程以引导学生形成特定理解。
Students in higher education typically learn to use information as part of their course of study, which is intended to support ongoing academic, personal and professional growth. Informing the development of effective information literacy education, this research uses a phenomenographic approach to investigate the experiences of a teacher and students engaged in lessons focused on exploring language and gender topics by tracing and analyzing their evolution through scholarly discourse. The findings suggest that the way learners use information influences content-focused learning outcomes, and reveal how teachers may enact lessons that enable students to learn to use information in ways that foster a specific understanding of the topic they are investigating.