Fostering independent learning and critical thinking in management higher education using an information literacy framework

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Chrys Senaka Gunasekara

Abstract

Independent learning and critical thinking are perhaps equally blessed and cursed in the academe. As management academics we strive to foster these capabilities in our students, particularly our undergraduates, and we are often frustrated by our lack of success or impact. The thesis of this paper is that information literacy frameworks provide a ‘way in’ to constructing engaging, independent learning journeys as summative and formative assessment tasks. A model for doing this is proposed using the Australian and New Zealand Information Literacy Framework. A case study is then provided of how this approach was applied in an Operations Management subject at The Queensland University of Technology, Australia, in a partnership involving academics and library staff. Far from being merely about library skills, the conclusion of the paper is that information literacy offers a rich platform for fostering independent learning and critical thinking that has for too long been ignored or undervalued.

Article Details

How to Cite
GUNASEKARA, Chrys Senaka. Fostering independent learning and critical thinking in management higher education using an information literacy framework. Journal of Information Literacy, [S.l.], v. 2, n. 2, p. pp. 74 - 85, dec. 2008. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/ART-V2-I2-2008-1>. Date accessed: 19 mar. 2019. doi: https://doi.org/10.11645/2.2.159.
Keywords
information literacy; business; independent learning
Section
Articles from practice