Learning through collaborative information seeking

Knight, S; Littleton, K

Learning through collaborative information seeking

Knight, S

Littleton, K

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Publication Type:: Chapter
Citation:: Collaborative Information Seeking: Best Practices, New Domains and New Thoughts, 2015, pp. 101 - 116
Issue Date:: 2015-09-12

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Field	Value	Language
dc.contributor.author	Knight, S https://orcid.org/0000-0002-8709-5780	en_US
dc.contributor.author	Littleton, K	en_US
dc.date.issued	2015-09-12	en_US
dc.identifier.citation	Collaborative Information Seeking: Best Practices, New Domains and New Thoughts, 2015, pp. 101 - 116	en_US
dc.identifier.isbn	9783319185415	en_US
dc.identifier.uri	http://hdl.handle.net/10453/120007
dc.description.abstract	© Springer International Publishing Switzerland 2015. All rights are reserved. This chapter discusses Collaborative Information Seeking (CIS) from an educational perspective. Our core claim is that CIS has the potential to bring together rich collaborative, and multimodal, contexts in which important learning processes may take place. We thus see CIS as more than just an activity with potential to 'speed up' information seeking, or contribute to effective division of labour. This claim is independent of the particular classroom subject, or the form of technological mediation; rather, the chapter provides a focus on some key considerations in collaborative learning that should be of interest to both educators and those interested in the 'benefits' of CIS. This chapter first outlines our broad educational interest in elements of CIS, connecting that to the focal points of CIS research. We go on to highlight the importance of dialogue as a tool for learning, before discussing the complexities of understanding 'success' in CIS tasks, and then specifically the role that dialogue has played so far in CIS research. We conclude with a call to researchers in both CIS and education to explore the nature of learning in CIS contexts, making use of a rich understanding of the importance of dialogue to create meaning together.	en_US
dc.relation.ispartof	Collaborative Information Seeking: Best Practices, New Domains and New Thoughts	en_US
dc.relation.isbasedon	10.1007/978-3-319-18988-8_6	en_US
dc.title	Learning through collaborative information seeking	en_US
dc.type	Chapter
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	130303 Education Assessment and Evaluation	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© Springer International Publishing Switzerland 2015. All rights are reserved. This chapter discusses Collaborative Information Seeking (CIS) from an educational perspective. Our core claim is that CIS has the potential to bring together rich collaborative, and multimodal, contexts in which important learning processes may take place. We thus see CIS as more than just an activity with potential to 'speed up' information seeking, or contribute to effective division of labour. This claim is independent of the particular classroom subject, or the form of technological mediation; rather, the chapter provides a focus on some key considerations in collaborative learning that should be of interest to both educators and those interested in the 'benefits' of CIS. This chapter first outlines our broad educational interest in elements of CIS, connecting that to the focal points of CIS research. We go on to highlight the importance of dialogue as a tool for learning, before discussing the complexities of understanding 'success' in CIS tasks, and then specifically the role that dialogue has played so far in CIS research. We conclude with a call to researchers in both CIS and education to explore the nature of learning in CIS contexts, making use of a rich understanding of the importance of dialogue to create meaning together.

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http://hdl.handle.net/10453/120007