参与与在场:探究主动学习

IF 0.8 4区 管理学 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE
A. Hicks, Caroline Sinkinson
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引用次数: 4

摘要

主动学习是信息素养教学中常用的教学方法。然而,对参与式教学模式的承诺需要高度警惕,特别是考虑到不断变化的信息环境和更广泛的教育优先事项。本文对主动学习及其在图书馆教学中的普遍存在进行了理论探讨。来自图书馆与信息科学(LIS)、教育、教育技术和发展研究的文献被用来考虑主动学习与自我保护信息行为、学习表现、非参与性和抵抗性活动、技术风险和包容问题的关系。这个讨论邀请读者承认在当代环境中采用主动学习的复杂性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Participation and Presence: Interrogating Active Learning
abstract:Active learning forms a common teaching method within information literacy instruction. Commitment to participatory models of teaching and learning requires critical vigilance, however, particularly given changing information environments and broader educational priorities. This theoretical paper interrogates active learning and its prevalence within library instruction. Literature from library and information science (LIS), education, educational technology, and development studies is used to consider active learning in relation to self-protective information behaviors, the performance of learning, nonparticipatory and resistant activity, technological risk, and questions of inclusion. This discussion invites readers to acknowledge the complexity inherent in adopting active learning for contemporary settings.
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来源期刊
Portal-Libraries and the Academy
Portal-Libraries and the Academy INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
1.80
自引率
8.30%
发文量
53
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