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Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Information-Rich Learning Concepts

Information-Rich Learning Concepts
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Author(s): Alan Pritchard (University of Warwick, UK)
Copyright: 2009
Pages: 6
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch169


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Williams (2001) points out that plagiarism in pupils’ school work is widespread and, perhaps more importantly, that it has been made significantly easier in recent years as a result of the increased use of and familiarity with new technologies. Lewis, Wray and Rospigliosi (1995) also highlight difficulties pupils have when faced with a large amounts of textual information. Pupils copying passages is not a new phenomenon, but it is quite clear that for many uninitiated young learners, copying and pasting electronically is perfectly acceptable. If learning activity becomes a process of cutting and pasting, then very little effective learning will take place. Pupils need to be taught, and encouraged, to use strategies to assist with the processes of searching and of making selections from the mass of information with which they will be confronted. Learning objectives set by the teacher will not be met if all that takes place is the transfer of text and pictures from one location to another.

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