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Doctor of Philosophy (Queensland University of Technology), Master of Arts in Librarianship (University of Sheffield), BA(CombHons) (University of Birmingham)
Dr Hilary Hughes is a passionate-educator researcher with a commitment to informed, connected learning. Through her teaching and research, Hilary promotes innovative, participatory practice in learning space design that enhances learning and wellbeing in schools and libraries. She also seeks to support the transition and academic success of international students. As Adjunct Professor, Hilary currently conducts research consultancies, writing and editing, and professional learning programs in learning space design for schools and libraries. Hilary was a full-time academic in QUT's Education Faculty from November 2004 until her retirement in December 2018. She mainly coordinated and taught units in the Master of Education and for several years year coordinated the MEd(Teacher-Librarianship) program. In her academic work, Hilary draws on extensive previous experience as librarian/information professional and information literacy educator. Hilary's qualifications include:
- PhD (QUT), 2009: International students using online information resources to learn.
- Master of Librarianship (University of Sheffield, UK),1978.
- BA Combined Honours in Spanish and Romance Linguistics (University of Birmingham, UK),1975.
- NAATI accredited translator (Spanish-English)
- Cert IV Workplace training & Assessment (Northpoint Institute of TAFE, Brisbane).
- AALIA (Associate of Australian Library and Information Association),1981-2018.
Awards
- 2010: Fulbright Scholar in Residence at University of Colorado, Denver
- 2014, 2012, 2009, 2008: QUT Vice-Chancellor’s Performance Fund Award
- 2013, 2012: QUT Education Faculty teaching award (individual)
- 2006: QUT Education Faculty teaching award (for an individual teacher who has shown personal development and outcomes through reflective practice in teaching)
- 2006: QUT OLT innovative teaching award (nominated by students).
Research (ORCID: http://orcid.org/0000-0001-5123-1552) Hilary's interdisciplinary research interests include:
- Learning space design
- School libraries and teacher-librarianship
- International student experience
- Information literacy and informed learning
- Information experience
Hilary has led and contributed as Chief Investigator to several major projects supported by: ARC (2 Linkage), ALTC, QCSSI and Queensland Department of Education. Hilary's doctoral study (2009) about international students using online information led to her Fulbright Scholar-in-Residence award at Colorado University Denver, USA in 2010. Building on this work, she advances the theory and practice of inclusive informed learning through her research and teaching. Recognising the influence of environment on information use and learning, her related research explores the design of learning spaces, especially in school and academic libraries. Hilary has particular expertise in the following research methodologies:
- Expanded critical incident technique (Hughes, 2012)
- Qualitative case study
- Qualitative interviewing
- Thematic analysis
Professional experience In her teaching and research Hilary draws upon professional experience as librarian and information literacy educator at:
- Central Queensland University (Brisbane International Campus)
- QUT
- Education Queensland Corporate Library
- Northpoint Institute of TAFE (Brisbane)
- Glenden Town Library (Nebo Shire, Queensland)
- Longlands College of Further Education (Middlesbrough, UK).
Additional information
In my teaching and research I draw upon extensive experience as information professional/librarian and information literacy educator, especially with international students and in culturally diverse higher education contexts.
- Hughes, H., Franz, J. & Willis, J. (2019). School Spaces for Student Wellbeing and Learning: Insights From Research and Practice. Springer. https://eprints.qut.edu.au/126900
- Dezuanni, M., Foth, M., Mallan, K. & Hughes, H. (2018). Digital Participation through Social Living Labs: Valuing Local Knowledge, Enhancing Engagement. Chandos Publishing. https://eprints.qut.edu.au/105681
- Hughes, H., (2018). Charrette as context and process for academic discourse in contemporary higher education: A case study. In J. Herr & TT. Miranda (Eds.), The value of academic discourse: Conversations that matter (pp. 79–102). Rowman and Littlefield Publishers. https://eprints.qut.edu.au/114593
- Hughes, H., Foth, M., Dezuanni, M., Mallan, K. & Allan, C. (2018). Fostering digital participation and communication through social living labs: a qualitative case study from regional Australia. Communication Research and Practice, 4(2), 183–206. https://eprints.qut.edu.au/103474
- Hughes, H., Cooper, L., Flierl, M., Somerville, M. & Chaudhary, N. (2018). The role of the university library in supporting international student transition: Insights from an Australian-American case study. Journal of Academic Librarianship, 44(5), 582–594. https://eprints.qut.edu.au/119534
- Hughes, H., (2014). Researching information experience: methodological snapshots. In C. Bruce, K. Davis, H. Hughes, I. Stoodley & H. Partridge (Eds.), Information experience: Approaches to theory and practice [Library and Information Science Series, Volume 10] (pp. 33–50). Emerald Group Publishing Limited. https://eprints.qut.edu.au/77895
- Hughes, H., (2014). School libraries, teacher-librarians and student outcomes: Presenting and using the evidence. School Libraries Worldwide, 20(1), 29–50. https://eprints.qut.edu.au/74876
- Hughes, H., (2013). International students using online information resources to learn: complex experience and learning needs. Journal of Further and Higher Education, 37(1), 126–146. https://eprints.qut.edu.au/55064
- Hughes, H., (2012). An expanded critical incident approach for exploring information use and learning. Library and Information Research, 36(112), 72–95. https://eprints.qut.edu.au/54008
- Bruce, C. & Hughes, H. (2010). Informed learning: A pedagogical construct attending simultaneously to information use and learning. Library & Information Science Research, 32(4). https://eprints.qut.edu.au/38705
- Title
- Fostering digital participation through Living Labs in regional and rural Australian communities
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- LP130100469
- Start year
- 2014
- Keywords
- digital citizenship; rural & regional; digital literacy
- Teachers' Experience of Professional Learning Through Personal Learning Networks (2019)
- From University Graduates to Teachers in Disadvantaged Schools: A Sociological Study of Participation in an Alternative Teacher Recruitment Program (2018)
- Teachers Creating the "Third Teacher": An Action Research Approach to Learning Environment Design (2017)
- Educating Cultural Heritage Information Professionals for Australia's galleries, libraries, archives and museums: A Grounded Delphi study (2015)
- The Information Experience of New Mothers in Social Media: A Grounded Theory Study (2015)
- Understanding the information literacy experiences of EFL (English as a Foreign Language) students (2014)
- Untangling the evidence: teacher librarians and evidence based practice (2013)
- Integrating Information Literacy into Higher Education Curricula: An IL Curricular Integration Model (2011)