We are a team of passionate researchers, teachers and librarians working across New Zealand to explore the embedding of Information Literacy into secondary and tertiary curricula to improve student learning.
Lisa’s scholarly work focuses on academic writing and information literacy in transition spaces. She focuses this research into two distinct but inter-connected strands:
- As an award winning teacher (including the Prime Minister’s Supreme Teaching Award 2008), Lisa focuses this strand of her research on the effective teaching of writing related to the transition of students in low decile schools into academic literacy. Her teaching-related research also investigates attitudes to plagiarism, New Zealand writing programmes, information literacy, learning advising, writing centres, peer tutoring, and the attitudes of tertiary teachers. She was the PI on a TLRI grant in 2013-14 to integrate academic literacy into the senior curriculum of 5 low decile schools in the Palmerston North-Whanganui regions.
- Science writing. Lisa’s doctoral thesis focused on the integration of writing into the science curriculum in higher education, and this led her to a career teaching science writing (to undergraduate and graduate students) and researching scientists as writers. She was awarded a Fulbright Senior Scholarship in 2012 to develop scholarly work on mathematicians and senior scientists as writers and has recently published The lost tribe: Scientists as writers with Parlor Press and the WAC Clearinghouse http://wac.colostate.edu/books/emerson/. She is currently investigating the beliefs, attitudes, experiences and development of scientists and mathematicians as writers.She describes her interest in scientific writing as focusing on the transitions scientists make as writers: from transitioning into writing for their discipline, to learning to teach emerging scientists as disciplinary writers, and learning to write for a range of audiences.
Angela’s research interests are centred on communication, information and digital literacies in academic and professional contexts. The focus of Angela’s two recent major projects has been in the secondary and tertiary educational context, with the research exploring the transition into tertiary learning, and engagement with learner-focused pedagogies to enhance student learning. Her research focus has recently extended to explore information and digital literacy and demands in the transition into, and performance within, professional contexts. Of particular interest is human resource capabilities of employees connected to communication and information literacy, including management and employee engagement with informed decision-making, knowledge management, and workplace learning practices.
Angela has a varied teaching background including communication, academic writing, science and business communication, and public relations. Her commitment to quality teaching centres on socio-constructive learner-focused pedagogy, which sees learning as a partnership between teachers and students. She takes a genuine interest in student learning, getting to know them as individuals and understanding what a diverse student body brings to the learning context. Angela aims to foster connectedness in both research and teaching through collaboration and authentic learning opportunities, basing tasks and assessments on real-life contexts/materials as much as possible.
Senga White has worked in school libraries since 2000 and since 2013 has been developing the newly established role of Research and Learning Coordinator at Southland Boys High School, a Year 7-13 school in Invercargill since 2013. Growing this role includes developing an information literacy framework, planning collaboratively with teaching staff to embed information literacy and research skills into the curriculum, and to explicitly teach these skills to students. Prior to this she was library manager for James Hargest College.
As part of her ongoing work in supporting independent learning she has also developed the Tertiary Prep Programme which is designed to enable those wishing to be successful in learning beyond secondary school to achieve and succeed. The programme was initially designed to support the transition from secondary to tertiary learning, but it is also suitable for adults wishing to undertake or resume study, including distance or online learners.
She is a passionate advocate of quality library services for every student in New Zealand, provided by enthusiastic and knowledgeable practitioners who love working with young New Zealanders. She has been a member of SLANZA (School Library Association of New Zealand Aotearoa) since its beginnings and served as a member of the National Executive for seven years, including a term as president from 2009 to 2011.
She also served as the schools’ representative on the EPIC Governance Group (EGG) from 2007 to 2014. EPIC (Electronic Purchasing in Collaboration) is the national e-licensing initiative that procures whole-of- country electronic resources for all New Zealanders through libraries who are consortia members.
She is a professionally registered librarian and completed a three-year term as a member of the LIANZA (Library and Information Association of New Zealand Aotearoa) Profession Registration Board in 2016.
Her philosophy is that by harnessing the power of collaboration, sharing ideas, and knowledge, and by putting your “money where your mouth is” you can achieve more than working alone.
Anne’s research investigates student success, gambling, and impulsivity. The over-arching theme is: why, when they have options, do people sometimes fail to chose the alternative with the best long-term outcome for themselves? Anne focuses on using quantitative analyses to understand how decision-making and learning processes combine with environmental events to shape such non-optimal choices.
In the student success context, Anne’s research addresses the question: how can teaching and learning practices support students in achieving their own long-term goals? Students are typically studying because they know that academic success will help them achieve valuable long-term goals, yet in spite of this they often procrastinate. Why, and what can we do about this?