Information Literacy or Inert Knowledge? Applying Key Principles of Cognitive Apprenticeship to the Library Instuction Session

Type of Presentation

Individual paper/presentation (20 minute presentation)

Target Audience

Other

Presenter Information

William H. Weare Jr., Valparaiso University, IN

Location

Room 210

Abstract

See presentation description.

Presentation Description

Learn how to transform the library instruction session from a chalk-and-talk, sage-on-the-stage approach to a learner-centered strategy that includes inquiry, problem-solving, and critical thinking. Step away from the teaching station; take on the role of coach, facilitator, and guide; apply a variety of methods informed by cognitive apprenticeship—such as modeling, coaching, scaffolding, articulation, reflection, and exploration; and deliver a hands-on session that enables the student to acquire vital information-seeking skills.

Keywords

Cognitive apprenticeship, Library instruction, Information literacy, Research skills

Publication Type and Release Option

Presentation (Open Access)

Recommended Citation

Weare, William H. Jr., "Information Literacy or Inert Knowledge? Applying Key Principles of Cognitive Apprenticeship to the Library Instuction Session" (2009). Georgia International Conference on Information Literacy. 55.
https://digitalcommons.georgiasouthern.edu/gaintlit/2009/2009/55