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This paper centers on doctoral-level education candidates in the United States and Australia and their realms of engagement with information. On the basis of in-depth interviews with American and Australian doctoral students and academic librarians, we pose a critical reflection upon the two doctoral pedagogies as they relate to experiences of doctoral candidates as intentional learners, doctoral students' engagement with information, and information literacy learning. Rather than viewing commencing doctoral students as information deficient, we prefer to value their experiences, their profiles, and the ways that existing understandings about information shape their information engagements. (Contains 69 notes.)

The author reflects on parenting and parents as intentional learners in the U.S. He said that positive parenting needs to be based on values and respect, the characteristics that are developed over time. He also mentioned on the statement of Dr. Alma Clayton-Pederson, describing what the Association of American Colleges and Universities (AAC&U) labels intentional learners. The author commented that the concept of intentional learners is one of the key elements to positive parenting.