2009 Conference Archive
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Other
Copyright
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Location
Room 210
Proposal
See presentation description.
Short 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
Information Literacy or Inert Knowledge? Applying Key Principles of Cognitive Apprenticeship to the Library Instuction Session
Room 210
See presentation description.
