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Elicit, engage, experience, explore: discovery learning in library instruction

Elicit, engage, experience, explore: discovery learning in library instruction Discovery learning is a teaching strategy instructors can utilize to increase the engagement of and content relevance to students involved in library instruction. There are five learning "architectures" which discovery learning comprises: Case-based learning; Incidental learning; Learning by exploring; Learning by reflection; and Simulation-based learning. Alone, or in combination, they can be applied to activities and the teaching of skills across the spectrum of complexity, curricular format, and class size. These architectures are not intended to supplant established and more traditional methods of instruction; rather, they serve to enhance the effectiveness and the likelihood of mastery and application of skills and concepts. Though perceptual and attitudinal barriers can create obstacles to implementing discovery learning, these can be overcome. The authors recommend a gradual application of discovery learning activities to instruction. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Elicit, engage, experience, explore: discovery learning in library instruction

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References (13)

Publisher
Emerald Publishing
Copyright
Copyright © 2000 MCB UP Ltd. All rights reserved.
ISSN
0090-7324
DOI
10.1108/00907320010359632
Publisher site
See Article on Publisher Site

Abstract

Discovery learning is a teaching strategy instructors can utilize to increase the engagement of and content relevance to students involved in library instruction. There are five learning "architectures" which discovery learning comprises: Case-based learning; Incidental learning; Learning by exploring; Learning by reflection; and Simulation-based learning. Alone, or in combination, they can be applied to activities and the teaching of skills across the spectrum of complexity, curricular format, and class size. These architectures are not intended to supplant established and more traditional methods of instruction; rather, they serve to enhance the effectiveness and the likelihood of mastery and application of skills and concepts. Though perceptual and attitudinal barriers can create obstacles to implementing discovery learning, these can be overcome. The authors recommend a gradual application of discovery learning activities to instruction.

Journal

Reference Services ReviewEmerald Publishing

Published: Dec 1, 2000

Keywords: Strategy; Teachers; Academic libraries; Case studies

There are no references for this article.