A Heuristic Approach to Student Learning: A Hong Kong Perspective

By Gayle R. Y. C. Chan.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Students today are challenged to acquire knowledge and skills to think critically, contextually, and to transfer knowledge to exceed expectations. The learning process often requires heuristic inquiry that utilizes access to all types of information resources. This presents opportunities and challenges for information service support to integrate resources into the curriculum to enable the students to carry on learning beyond the classroom.
In response to the changing academic landscape at the University of Hong Kong, it is necessary to align the information service role of the library with the mission of the University to assume an active and relevant partnering role. One of the major challenges is to better understand how to reach the students to enable learning and discovery within their curricula, to enrich their inquiring mind through engaged use of information which is increasingly interdisciplinary, distributed in digital and media. In Hong Kong where local secondary education is more exam based and students concentrate on tackling model questions and answers for exams but are not used to research for scholarly information, librarians have a role in helping students make the transition to face the different study approach at university. How can librarians assist students to develop better in their studies to enrich their learning experience?
The study presented in this paper uses a student learning activity to investigate the students’ research habits and the impact of information research assistance on their research skills and assessment result. Research findings generally suggest that there is some correlation between the increased quality of student research as exhibited in the student’s grade on the assignment when students are exposed to research assistance. The findings of the study will be used to guide the development of an appropriate strategy in information instruction support to enrich the learning process.

Keywords: Student Learning, Learning Commons, 21st Century Learning, Faculty-Librarian Collaboration, Undergraduate Curriculum Reform, The University of Hong Kong

The International Journal of Learning, Volume 17, Issue 2, pp.451-462. Article: Print (Spiral Bound). Article: Electronic (PDF File; 655.062KB).

Gayle R. Y. C. Chan

Head of Collection Development, Libraries, University of Hong Kong, Hong Kong, S.A.R., China

The presenter is currently Head of Collection Development at the University of Hong Kong Libraries and has held this position since 2002. She provides leadership and strategic direction in the area of collections and digital resources by leading a team of subject and specialist librarians who work in close consultation with the faculty to shape the libraries collections and to connect students with the appropriate information resources. She has oversight of an annual materials budget of US$12 million and is responsible in establishing a sustainable strategy that meets collection goals. As an operational team leader, she serves in the Quality Assurance Team to assist with the planning and execution of strategic priorities. Areas of professional interest and expertise include: scholarly communication and its impact on collection development, materials budget planning, return on investment, shifting role of collection development librarians, knowledge exchange and knowledge management for student learning and faculty research, preservation.

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