Informed Learning Applications: Title, editor, abstract
Editor: Kim L. Ranger
Senior Librarian, University Libraries, Mary Idema Pew Library, Grand Valley State University,
Allendale, Michigan, U.S.A. 49401
https://works.bepress.com/rangerk/about/ (includes CV)
Bio: Kim L. Ranger has been a faculty librarian at Grand Valley State University since 1990. She holds a Master of Information and Library Studies from the University of Michigan and a BA in Anthropology/Sociology from Western Michigan University. In her former roles as Government Documents and Reference librarian, then Information Literacy Coordinator, Ranger facilitated workshops, led retreats, and team-taught a first-year writing course. She spent both her 1999 and 2017 sabbaticals studying information literacy at the Queensland University of Technology in Brisbane, Australia. Since 2006, she has been Liaison Librarian to the School of Communications; Music, Theatre, and Dance; Photography; and Film and Video Production. In 2016, Ranger produced a peer-reviewed, open access book titled Seventh-day Quaker: A Spiritual Memoir.
Ranger is passionate about teaching and learning, reading, the outdoors, music and the arts, LGBT advocacy, and issues affecting indigenous peoples. She is fascinated by languages, especially Spanish, quantum physics, and ethics in autonomous robots.
Informed learning practice encompasses a range of approaches including collaboration between librarians and classroom instructors (whose primary responsibility is teaching regularly-scheduled courses) to construct connections between informed learning theory, information literacy practice, and disciplinary scholarly products to foster reflective and deep engagement with information. Informed learning differs from other approaches to information literacy in that the focus is on both the process of learning disciplinary content and the knowledge gained as a result of interacting with information (information literacy experiences) while seeking, evaluating, and citing. Reflection, transformation, and relationship are vital elements of informed learning, and scholarly communication is integrated into the process, not simply an end product. As librarians foster informed learning, they expand the relationships between instructors, student learning, and the world of information.