learning theories and information literacy

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    Learning Theories and Information Literacy

    1 Introduction

    2 Directed readings on Learning

    3 Learning theories:

    Rationalism

    Associationism

    Constructivism

    Social Learning Theory !"servation

    #rain "ased learning

    $ Information Literacy and learning

    % Conclusions

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    1 Introduction

    This block provides a brief overview of learning theories for IL st!dents. Itcontrib!tes to the c!rric!l!"# ai"s and learning o!tco"es of an Infor"ationLiterac$ "od!le for asters level co!rses in infor"ation and librar$"anage"ent.

    Aims

    To introd!ce st!dents to learning theories so that the$ achieve an

    !nderstanding of how their !sers can learn effectivel$ fro" the widerange of reso!rces available

    To enco!rage st!dents to think abo!t the changing roles for Infor"ation

    %rofessionals to s!pport learning for i"proved infor"ation literac$.

    Learning !utcomes

    &n co"pletion of the st!d$ pack st!dents sho!ld be able to'

    (nderstand the nat!re of learning theories and the develop"ent of

    different approaches identified thro!gh research

    )ppreciate how recent approaches to learning provide interesting

    challenges for Teachers and Infor"ation %rofessionals in enco!ragingeffective learning and infor"ation literac$ for a diverse range of st!dents

    *eflect on their own learning preferences and the factors that contrib!te

    to their infor"ation literac$.

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    2 Directed Readings on Learning Theories

    There are "an$ ps$cholog$ te+t books available in bookshops and libraries thatcover learning theories at ),# )2 pl!s first degree levels.

    I have chosen several which cover general# ps$chological principles and so"ethat cover the "ore recent approaches. ) few of these ite"s have also

    been listed in the block on Intelligence. ,everal web reso!rces have alsobeen listed which will provide $o! with a -!ick read into the topic to gain aclear !nderstanding of learning. These are listed below in an order ofreading fro" the "ore general introd!ctor$ te+ts# to specialist applicationsof learning.

    &ross' Richard D( )2**%+ ,sychology: The Science of -ind and #ehaviour.odder / ,to!ghton# 5thed. 0hapter 11 Learning and 0onditioning.This chapter deals with definitions# historical develop"ents of theories. It is"ore !sef!l for the earl$ approaches to learning s!ch as 0lassical and &perant

    0onditioning b!t there is so"e brief detail on Insight and ,ocial learning.*e"e"ber# it is written for %s$cholog$ st!dents b!t as "ost acade"icinstit!tions teach %s$cholog$# Librarians will al"ost certainl$ be dealing with thisgro!p of st!dents# so this knowledge will not be wasted.%erhaps the greatest benefit of reading it will be the realiation of how co"ple+learning is. The chapter refers readers to !sef!l eb addresses

    .ayes' /ic0y( )2**%+ oundations of ,sychology: An Introductory tet(4thed. 3!siness %ress. Chater 14 in 3rded+This is a !sef!l introd!ctor$ te+t that deals with the earl$ and "ore recentdevelop"ents in a chapter on learning. It is especiall$ !sef!l for reading abo!tthe ac-!isition of skills. This book is also written for %s$cholog$ st!dents b!tco!ld have "ore relevance for Librarians than &ross so is well worthatte"pting to read.

    I have also incl!ded three books that have a "ore direct !se of intelligence inthe learning process and $o! "a$ have read these alread$ when $o! st!diedthe block on Intelligence. The #u5anbook will be !sef!l for acade"ic librariansif the$ participate in st!d$ skills and infor"ation literac$ progra""es. The6ensen and Smithbooks are especiall$ interesting when thinking abo!t theph$sical and organiational learning environ"ent and its infl!ence on the

    learning process

    6ensen' 7ric( )2***+ #rain 8 #ased Learning: The ne9 Science of Teachingand Training( www.thebrainstore.comThis te+t co"bines intelligence and learning and will be of !se for both areas of$o!r st!d$. It provides an interesting co"bination of appl$ing ps$chological!nderstanding to learning environ"ents# "otivation to learn and the learningprocesses. It is a fascinating read b$ a leading ps$chologist and offers "an$ideas for i"proving learning environ"ents and brain based learningapproaches. ensen has p!blished several books on this the"e so other titleswill also be !sef!l if $o! have diffic!lt$ locating this one.

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    http://www.thebrainstore.com/http://www.thebrainstore.com/
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    Smith' Alistair( )14+ Accelerated Learning in ,ractice: #rain8"asedmethods for accelerating motivation and achievement( 7etwork d!cational%ress.This is a practical g!ide to appl$ing the principles of brainbased learning in theclassroo". ) range of strategies is o!tlined which highlight the i"portance ofthe learning environ"ent for effective learning.hilst the e"phasis is on school sit!ations# "an$ of these can be adapted and!sed in different organiational settings. ven tho!gh it is 1: $ears old# "an$ ofthe ideas are still relevant to IL.

    #u5an' Tony( )2**$+ The -ind -a #oo0. ##C #oo0s(This is a !sef!l book for !nderstanding the concept of "ind "apping and what

    3!an calls ;*adiant thinking

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    ;e" sitesThere are "an$ websites related to learning and specificall$ learning st$les.The following web sites provide several !sef!l articles abo!t Learning. >o! "a$wish to browse these sites to see the range of "aterials available and choosearticles that have a direct relevance to $o!r needs or interests. an$ of thesesites provide f!rther links that $o! "a$ find interesting s!ch as oward?ardner

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    3Learning Theories

    Learning is a process of ac-!iring new knowledge# !nderstanding and skillswhich can be !sed in o!r dail$ lives. Learning involves o!r e"otions as well aso!r intellect!al processes s!ch as intelligence# perception and "e"or$. 7ew

    knowledge "a$ be stored in o!r "e"ories b!t it can also help !s to adapt ands!rvive in o!r social and c!lt!ral environ"ents. This "a$ be evident inbehavio!r# which can be observed and assessed.

    &ver the previo!s one h!ndred $ears# ps$chologists have developed "an$theories of learning each of which has adapted and evolved thro!gh applicationand research. This is a d$na"ic area b!t to gain a general !nderstanding oflearning theories# it is !sef!l to gro!p the" into broad areas.

    *ationalis"

    )ssociationis"

    0onstr!ctivis"

    These are the ke$ theoretical areas# which have evolved fro" ps$chologicalresearch. owever# as the diagra" below ill!strates# none can be seen as

    distinct# each "ake a contrib!tion to learning. an$ of the recent e"ergingapproaches can be located within or across these approaches.)lso#knowledge fro" the "edical sciences on brain patterns and str!ct!res# pl!sco"p!ting and ther"al i"aging technologies# have contrib!ted to newapproaches s!ch as ;brain C based learning< within the broader field ofconstr!ctivis".

    3rief o!tlines are provided below b!t $o! will also need to st!d$ so"e of thes!ggested readings.

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    RationalismThis theor$ holds several beliefs# so"e of which are controversial'

    Humans are born with pure conception of ideas such as a what is a

    chair or a tree

    Learning is based on revelation at different stages of development. The

    knowledge that we have already and are born with is revealed throughlogical discussion

    Motivation for learning is innate, it comes from desires, impulses and

    instincts which are different between social classes, gender or nations

    We are born with special aptitudes which are individual, such as we are

    a born teacher, artist, sportsperson

    Humans display different aptitudes for learning but some people are

    good at most things. These people are the most intelligent

    Learning is maturational, there is a gradual unfolding of a strict biological

    plan that is a pre!destiny for our learning

    7amles to suort this theory3abies are born with a s!cking refle+ which helps the" to s!rvive.)s children "at!re the$ develop the abilities to walk# talk# !se skills and toolsand develop the abilit$ for "ental reasoning s!ch as se-!encing at the age of 5or 6# alphabetical skills 6 to 8# !se of an inde+ fro" 8 to 1:.

    0hildren can learn a lang!age ver$ -!ickl$ in spite of co"ple+ gra""atical ands$ntactic r!les. The$ have a ;lang!age ac-!isition device< the abilit$ to speakand !se the lang!age before the$ !nderstand the r!les. 0ho"sk$ 19D2E.

    Criti

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    Associationism #ehaviourism

    This theor$ states that'

    "#perience is the basis of all learning. We are able to deal with infinite

    varieties of influences by associating aspects that regularly occur

    together. $ child learns that their carer reaching for a coat means theyare probably going out of the house. They learn about bath times andmealtimes in this way by pairing the stimulus with the response.

    %nteraction between behaviour & environment is the basis of learning as

    individuals develop behaviours to cope with their environment.

    'ifferential reinforcement can be used to shape behaviour through using

    rewards and punishment. The individual eventually selects successfulbehaviour patterns for the rewards available.

    Learning outcomes are predictable through a cause and effect

    relationship. Learning for all who participate should be the same. $nydifferences in student learning will result from different ability levels. ().There is no concern for other variables such as levels of concentration,health, social problems and family variables.

    7amles of theories and research:

    Thorndike 1911E !sed cats to develop his ;Law of ffect

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    It can be !sed for so"e IT training packages where different screens are !sedas sti"!l!s for a desired learner response. Indeed this approach can be !sed totrain people in the !se of so"e databases.

    !ther educational and training uses

    %risons and the ar"ed forces !se these "ethods to create confor"it$# shapebehavio!r and "aintain control of large n!"bers of individ!als. This isso"eti"es referred to as the ;short# sharp shock treat"ent

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    ConstructivismThis theor$ states that'

    Learning is continuous. %t is a function of the natural and continual

    variability in the world and our actions upon it

    Learning involves constructing cognitive representations *abstract

    models+ to reflect variable e#periences

    Learning involves verifiable mental operations that reflect these

    abstractions. These evolve and change over time to incorporate newknowledge

    Motivation to learn is an intrinsic desire, which is not only dependent on

    reward but on other factors such as a desire for knowledge and selfimprovement

    (ew e#periences are continuously assimilated into e#isting schemata,which are always changing to accommodate new e#periences in acontinual, dynamic process of consolidation & growth.*(). ationalists & $ssociationists see motivation to learn as e#trinsic.Learning is a means to an end, influenced by e#ternal factors+.

    7amles of theorists%iaget 19DE C children move through developmental stages, which influence theirlearning.3artlett 192E C we develop concepts which are used to generali-e for understandingnew information. These concepts evolve as our learning increases.

    3r!ner 1964E C a learner constructs new knowledge based on current or pastknowledge and e#perience.

    7amles of Constructivism in 7ducation

    ,rimary 7ducationDevelomental learningC we learn as we are able to deal with "ore co"ple+concepts and knowledge linked to age and cognitive develop"ent.Concet learningeg. athe"atics and sciencese onl$ learn thro!gh constr!cting o!r own "eanings which re-!ires !s to!nderstand the wholes as well as parts of a s!bFect or topic. e learn when we

    !nderstand f!nda"ental concepts and how the$ relate to the whole# rather thanlearning isolated facts that have no real "eaning for !s.Discovery learningC we !se o!r own e+perience to discover new knowledge.Trial / error learning is "ore effective than being ;told< so"ething. Thise"phasies the val!e of pla$ in learning thro!gh e+perience.Secondary = Tertiary 7ducation*eso!rce based learning was pop!lar in the19D:s and infl!ence thedevelop"ent in school librar$ reso!rce areas in 7ottingha"shire# ertfordshireand London.%roFects are !sed to assess the p!pil

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    Constructivism > the Role of the 7ducator

    The Teacher A T!torA IL %rofessional pla$ an i"portant role in learning.This role involves'

    nco!raging st!dents to discover ke$ principles for the"selves

    nco!raging dialog!e# disc!ssion and participation to enable st!dents tooffer e+a"ples and relate new knowledge to that which the$ alread$know

    0reating an environ"ent where st!dents can' anal$e A interpret A predict

    A -!estion.

    Translating infor"ation into a for"at that is relevant to the learner

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    Social Learning Theory !"servational Learning

    This theor$ e"phasies the i"portance of learning fro" e+perience thro!gh thelearner o"serving and modelingthe behavio!rs# attit!des and e"otionalreactions of others.

    It e+plains h!"an learning thro!gh the continuous interactionbetweencognitive# behavio!ral / environ"ental infl!ences.

    It s!pports the belief that learning involves a co"bination of'ATT7/TI!/ 8 -7-!R? > -!TI@ATI!/

    The theor$ acknowledges the infl!ence of re9ardsand unishmentsonlearning. These can be a powerf!l infl!ence when the learner observes anotherperson being rewarded or p!nished for certain behavio!rs or attit!des. Thisapproach can be ver$ effective when there is a role "odel to be copied oranother learner is shown in a negative conte+t s!ch as being ill thro!gh !se of

    har"f!l dr!gs or being p!nished to deter si"ilar deviant behavio!rs.7amles3and!ra

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    #rain8"ased learning )##L+

    =!nda"ental to 33L is the belief that traditional schooling often inhibits learningthro!gh disco!raging or ignoring the brain

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    % Conclusions

    Learning theories contrib!te to o!r !nderstanding of the nat!re andco"ple+it$ of learning processes

    7o single theor$ provides a definitive e+planation of learning b!t each"akes a contrib!tion to o!r awareness of iss!es and processes whichneed to be e+plored

    ach theor$ is !sef!l for raising -!estions abo!t learning rather than foroffering sol!tions

    The inade-!ac$ of each theor$ has led to f!rther research and the "orerecent approaches that e"phasie !nderstanding and application

    These approaches co"bine a deeper !nderstanding of the str!ct!res and

    activities in the brain# with an e"phasis on creating effective learningenviron"ents

    0ontrib!tions fro" the field of !ltiple Intelligences and Learning ,t$leshighlight the i"portance of individ!al differences in learning rather thanso"ething that can be acc!ratel$ "eas!red and re"ains constant overti"e

    ,!ccessf!l learning is a co"bination of several approaches that s!it thesit!ation and the individ!al learner. IL sessions can !se a co"bination ofthese theories.

    =inall$# think abo!t $o!r own learning e+periences at different stages in$o!r life'

    1. )nal$e the factors that have led to s!ccessf!l learning and thosethat have prevented or dela$ed it.

    2. hich theories see" to have specific relevance to $o!r owne+perienceJ

    . hat have $o! learned fro" $o!r reading and these hando!ts

    abo!t the process of learningJ

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    References

    #andura' A(1965E %nfluence of Models einforcement ontingencies on the$c/uisition of %mitative esponses. o!rnal of %ersonalit$ and ,ocial%s$cholog$# vol. 1# pp.58995.

    #andura' A. 19DDE 0ocial Learning Theory. nglewood 0liffs# 7' %renticeall.

    #artlett' ( C( 192E*e"e"bering. London 0a"bridge (niversit$ %ress.

    #runer' 6( S( 1964E The ourse of ognitive 1rowth()"erican %s$chologist19# 155.

    Caine' &( = Caine' R(/. ds. 1994E Making onnections2 Teaching and theHuman )rain. enlo %ark# 0). (,)' )ddisonesle$.

    Choms0y' /( 19D2E Language and Mind. 7ew >ork# arco!rt# 3race#ovanovitch.

    6ensen' 7( 1996E)rain!)ased Learning( Gel ar# 0). (,).T!rning %oint%!blishing.

    ,avlov' I( ,( 192DE onditioned efle#es2 an %nvestigation of the3hysiological activity of the erebral orte#. 7ew >ork' Gover

    ,iaget' 6( 19DEThe hilds onception of the World.London. %aladin.

    S0inner' #( . 198E The )ehaviour of 4rganisms. 7ew >ork' )ppleton0ent!r$ 0rofts.

    Thorndi0e' 7( L(1911E$nimal %ntelligence2 "#perimental 0tudies. 7ew >ork'ac"illan.

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