From Information Processing to New Knowledge Construction: How Teacher Librarians Bridge the Gap between the School Library and Classroom
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How to Cite

Gordon, C. A. (2019). From Information Processing to New Knowledge Construction: How Teacher Librarians Bridge the Gap between the School Library and Classroom. Synergy, 16(2). Retrieved from https://slav.vic.edu.au/index.php/Synergy/article/view/v162201810

Abstract

Jerome Bruner’s view of learning as process rather than product is one of the most important shifts in our understanding of how people learn. Nested in the constructivist philosophy of John Dewey (1944), learning as process has shaped concepts such as learner centric instruction, personalised learning, authentic, or performance-based assessment, competency-based learning, and learning by doing. Discovery learning, teaching through objectives, the role of information literacy in self-directed learning, and even the idea of maker-spaces have evolved from these 20th century educational concepts.

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