Study Skills
INTRODUCTION TO STUDY SKILLS AND INFORMATION LITERACY
The term ‘study skills’ refers to the conscious and deliberate use of the processes of learning to achieve effective study practices. The term ‘learning how to learn’ is used to denote a similar idea. There is a great deal of overlap between what one will find in an up-to-date textbook or web site on study skills and a similarly up-to-date textbook or web site on learning to learn. Both deal with the idea that pupils and students can and should be helped to develop conscious, deliberate control over the mechanisms of their own learning. The difference between study skills and learning to learn is therefore slightly hazy. However, the emphasis within learning to learn materials tends to be on slightly more abstract considerations such as awareness of the variety of learning strategies and styles that exist, and the importance of motivation and attitude to learning.
A typical study skills resource, on the other hand, might be more likely to focus on the details of particular techniques that aid learning, such as how to draw ‘mind maps’ and how to write notes. The set of skills implied is large. The most obvious are reading, writing, note-taking, time-management, working with others, engaging in critical and analytical thinking, revising and remembering. Another important skill is information-gathering: the enormous growth in the use of the Internet as a resource for learning in recent years highlights the importance of being able to seek information efficiently. Equally important is the ability to recognise the merit or otherwise of information found there. These skills overlap with those required for finding and using information more generally, such as using libraries to obtain the right books for study.
Information literacy is the ability to locate, understand, evaluate, utilize, and convey information at home, at work, and in the community. The term information literacy, sometimes referred to as
The term ‘study skills’ refers to the conscious and deliberate use of the processes of learning to achieve effective study practices. The term ‘learning how to learn’ is used to denote a similar idea. There is a great deal of overlap between what one will find in an up-to-date textbook or web site on study skills and a similarly up-to-date textbook or web site on learning to learn. Both deal with the idea that pupils and students can and should be helped to develop conscious, deliberate control over the mechanisms of their own learning. The difference between study skills and learning to learn is therefore slightly hazy. However, the emphasis within learning to learn materials tends to be on slightly more abstract considerations such as awareness of the variety of learning strategies and styles that exist, and the importance of motivation and attitude to learning.
A typical study skills resource, on the other hand, might be more likely to focus on the details of particular techniques that aid learning, such as how to draw ‘mind maps’ and how to write notes. The set of skills implied is large. The most obvious are reading, writing, note-taking, time-management, working with others, engaging in critical and analytical thinking, revising and remembering. Another important skill is information-gathering: the enormous growth in the use of the Internet as a resource for learning in recent years highlights the importance of being able to seek information efficiently. Equally important is the ability to recognise the merit or otherwise of information found there. These skills overlap with those required for finding and using information more generally, such as using libraries to obtain the right books for study.
Information literacy is the ability to locate, understand, evaluate, utilize, and convey information at home, at work, and in the community. The term information literacy, sometimes referred to as
References: Burns, Tom and Sinfield, Sandra. (2003) Essential Study Skills: The complete guide to success at university Selmes, Ian. (1987). Improving Study Skills. London: Hodder and Stoughton. Tabberer, Ralph (1987). Study and Information Skills in Schools. Windsor: NFER-Nelson. Lashley, Conrad, and Best, Warwick. (2001) Steps to Study Success. London: Continuum.