How Do Our Students Learn? An Outline of a Cognitive Psychological Model for Information Literacy Instruction

Cook, Dani Brecher; Klipfel, Kevin

doi:10.5860/rusq.55n1.34

Cited by 18 publications

(10 citation statements)

References 28 publications

(26 reference statements)

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“…In a 2015 summary of applications of cognitive psychology to information literacy, Cook and Klipfel propose principles for information literacy instruction based on the same body of research discussed in this paper. One of their principles is "Do Less," to avoid information overload, and to encourage deliberate practice where "individuals are motivated to focus on a task, put effort into improving their ability, find the task only slightly more difficult than what they are already capable of, and receive immediate and constructive feedback" (Cook and Klipfel 2015). Creating tasks that are clearly scaffolded and provide immediate, constructive feedback requires guidance and preparation.…”

Section: Discussion: Experiential Learning V Direct Instructional Gumentioning

confidence: 99%

A Carpentries Approach to ACRL Framework Instruction

Gofman¹

2019

JeSLIB

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Objective: This paper compares the pedagogical theory driving current norms towards instruction of novices in both fields, specifically focusing on The Carpentries and ACRL Framework instruction. I identify key areas of difference in theoretical and practical approaches towards education of learners entirely new to a topic, focusing on a choice to pursue constructivist or experiential learning versus providing direct instructional guidance. Methods:Two case studies are explored through the lens of the Dreyfus Model of learning for their theoretical underpinnings for engaging novice learners: the ACRL Framework and Carpentries' Instructor Training. Results:Applying the Dreyfus Model of learning and cognitive load theory shows theoretical benefits to direct instructional guidance over constructivist or minimally guided instruction. Conclusions:The ACRL Framework and Carpentries workshops share teaching goals of creating new mental models and core skills to support future learning, but differ in their pedagogical approaches. For novice learners of information literacy, there may be value in considering a more guided approach. Concrete lesson-planning strategies are proposed.

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Section: Discussion: Experiential Learning V Direct Instructional Gumentioning

confidence: 99%

A Carpentries Approach to ACRL Framework Instruction

Gofman¹

2019

JeSLIB

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“…The results of this study have several implications for information literacy programs. Timing of sessions in relation to research assignments remains important as others have noted (Cook and Klipfel, 2015;Daland, 2015;Malenfant and Demers, 2004), and the researchers hope to space sessions throughout the course of the semester, to provide a "refresher" session for students completing final papers. When this is not possible (due to an instructor's syllabus or other issues), a series of citation "clinics" might be offered toward the end of the semester to discuss common mistakes and help students in the final stages of their research.…”

Section: Discussionmentioning

confidence: 99%

Student bibliographies: charting research skills over time

Lantz

Insua

Armstrong

et al. 2016

RSR

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Purpose The purpose of this study is to compare two bibliography assignments completed after one-shot library instruction to determine which research skills first-year students retain over the course of a semester. Design/methodology/approach A rubric was developed for citation analysis of student-annotated bibliographies and final bibliographies. Each assignment was scored on a three-point scale, and four criteria were assessed: the quality of sources used, variety of sources used, quality of annotations (for first assignment only) and citation accuracy. Findings Students scored highest on the quality of sources used in both assignments, although there was a statistically significant decline in overall scores from the first assignment to the second. Students had the most difficulty with writing annotations, followed closely by citation accuracy. Students primarily cited journal articles in their annotated bibliographies and reference sources in their final bibliographies. Website use increased notably from one assignment to the other. Originality/value This research is unique in its analysis of two separate bibliography assignments completed by first-year students over the course of a semester. It is of interest to librarians teaching one-shot library instruction or any librarian interested in assessing the research skills of first-year students.

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“…Before moving on to the next section, it must be acknowledged that there are some writings (and only a few will be mentioned here) that do mention cognition and cognitive process. For example, Cook and Klipfel (2015) state that there are some cognitively related principles that should be applied to IL:Principle 1: Create a Problem Context. Human beings and their primate relatives are innately tuned to enjoy solving problems.…”

Section: Information Literacymentioning

confidence: 99%

Information literacy and consciousness

Budd

2020

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PurposeWhile there is a huge literature devoted to information literacy (IL), much of which is devoted to course or content design and some sort of assessment. What is presented in this paper is the proposition that the design of IL would benefit greatly by the infusion of the development of consciousness and conscious states. The understanding of consciousness and its place in the absorption of information, and ultimately, knowledge growth is presented.Design/methodology/approachReviews of information literacy (brief) and consciousness (more extensive) are applied to the proposition that consciousness is an essential element of successful information literacy instruction. The reviews are of a critical nature.FindingsConsciousness and its complexity are explicated to a considerable extent. While there are somewhat varied conceptions of consciousness, a relatively unified definition is suggested. The complexities of consciousness and its development render students more able to explicate the agreements and disagreements in the information landscape. In short, a developed consciousness among students makes for more critical approaches to difficult informational events. Then, the connections between IL and consciousness, which includes the awareness of informational states, conclude the paper.Research limitations/implicationsThis paper offers a new mode for an inquiry into the content and structure of information literacy instruction.Originality/valueThe paper adds a heretofore unattended condition for success in information literacy for instructors and students.

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How Do Our Students Learn? An Outline of a Cognitive Psychological Model for Information Literacy Instruction

Cited by 18 publications

References 28 publications

A Carpentries Approach to ACRL Framework Instruction

A Carpentries Approach to ACRL Framework Instruction

Student bibliographies: charting research skills over time

Information literacy and consciousness

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