Part 5: Learning is a Social Act

Q2 Social Sciences

Reference Librarian Pub Date : 2018-04-03 DOI:10.1080/02763877.2017.1400932

S. Black, James D. Allen

引用次数: 1

Abstract

ABSTRACT Educational psychologists have developed several theories on how individuals learn via interactions with others. Prominent ideas that apply to reference librarianship and teaching information literacy are the theory of social constructivism, social-cognitive theory, and socio-cultural theory. These theories’ emphasis on the social aspect of learning underscore why collaborative learning within diverse groups can lead to deeper and broader learning. Techniques for effectively scaffolding student learning are introduced. We highlight the key role of collaboration for students to develop the ability to transfer knowledge, and the Guided Reciprocal Peer Questioning technique for developing.

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第五部分：学习是一种社会行为

摘要教育心理学家已经发展了一些关于个体如何通过与他人的互动来学习的理论。社会建构主义理论、社会认知理论和社会文化理论是应用于参考图书馆学和信息素养教学的突出思想。这些理论对学习的社会方面的强调强调了为什么不同群体中的合作学习可以带来更深、更广泛的学习。介绍了有效支撑学生学习的技术。我们强调了合作对学生培养知识转移能力的关键作用，以及引导式对等提问技术对培养学生的关键作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Reference Librarian Social Sciences-Library and Information Sciences

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： The Reference Librarian aims to be a standard resource for everyone interested in the practice of reference work, from library and information science students to practicing reference librarians and full-time researchers. It enables readers to keep up with the changing face of reference, presenting new ideas for consideration. The Reference Librarian publishes articles about all aspects of the reference process, some research-based and some applied. Current trends and traditional questions are equally welcome. Many articles concern new electronic tools and resources, best practices in instruction and reference service, analysis of marketing of services, and effectiveness studies.