Informed Instruction: Learning Theory & Information Literacy

Art A. Lichtenstein

《教育資料與圖書館學》 38卷1期 (2000/09) Pp. 22-31

https://doi.org/10.6120/JoEMLS.200009_38(1).0002.RS.AE

並列摘要

The author proposes that librarians wishing to design quality programs of information literacy instruction draw upon firmly established concepts of learning theory. Too often, librarians approach the design of information literacy programs without paying attention to the decades of successful work that has been accomplished by educational psychologists in understanding how people learn. Rather, as do teachers in academic disciplines, they should develop an understanding of learning theory and apply it to the delivery of instructional literacy programs. Three highly applicable learning theory concepts are ”learning style”, ”performance objectives”, and ”behavioral objectives”. Also included in this article is a discussion of why the library profession has developed a renewed interest in teaching and the suggestion that librarians involved in this activity work closely with traditional teaching faculty.

並列關鍵字

Learning theory ； Information literacy ； Performance objectives ； Behavioral objectives ； Bibliographic instruction

參考文獻

Linda, Linda C. L. C., L. C.(1995).Reference and Information Services: An Introduction.

Association of College and Research Libraries=ACRL(2000).Information Literacy Competency Standards for Higher Education 2000.

Bransford, John D.(1999).How People Learn: Brain, Mind, Experience and School.

Umberto, U.Eco,Eco(1983).The Name of the Rose.

Hass, Glen(1993).Curriculum Planning: A New Approach.