A Transitional Approach to Examine the Influences of Information Practices on Lifelong Learning

Lifelong learning involves and engages learners at all stages of education and life. In particular, learning transitions, which represent phases when students advance to the next stage of an educational setting, are significant as they may trigger learning and development for lifelong learning. Research suggests that the learning transition process provides an opportunity to develop learning abilities that have long-term consequences, including lifelong learning. The notion of information practices is thus applicable to examine the development of these abilities, as information practices refer to the routine ways in which students seek and interact with information to manage the changes in the information environment during the transition. Despite the significant role of information practices during transitions, limited work has been done to identify information practices that facilitate lifelong learning for students in learning transition. To fill this gap, this study conducted focus group discussions with forty-two university students to investigate their transitions to university via the lens of information practices. A preliminary thematic analysis was conducted. Information use and evaluation were uncovered to shed light on the influences of information practices on lifelong learning during learning transitions.