Happy to announce that an article Dani and I wrote that was published by Reference and User Services Quarterly last year – “How Do Our Students Learn: an Outline of a Cognitive Psychological Model for Information Literacy Instruction” – was recently named a “Top Twenty” Article of 2015 by LIRT – ALA’s Library Instruction Roundtable. So I thought this might be a good time to toot our own horn again, and promote the piece for those who may not have had a chance to check it out. I’ve heard now from several people that the article helped them engage in discussions with their colleagues about implementing empirically informed, learner-centered teaching in their own libraries, which is really awesome.
Here’s the abstract:
Effective pedagogy requires understanding how students learn and tailoring our instruction accordingly. One key element of student-centered pedagogy involves understanding the cognitive psychological processes according to which students learn, and to structure our teaching with these processes in mind. This paper fills in a gap in the current literature, by applying empirically grounded lessons drawn from the cognitive science of learning, and discussing specific applications of these lessons for information literacy instruction. The paper outlines a framework for information literacy instruction, grounded in the educational and cognitive psychology literature, for facilitating student retention and transfer of information literacy skills, two classic measures of student learning. Five specific principles and several strategies for promoting retention and transfer within information literacy instruction are outlined.
And you can check out the whole thing via RUSQ. If you’re having trouble locating the article, drop me a line (kevin dot michael dot klipfel at gmail dot com) and I’ll help you out.