Participation and Presence: Interrogating Active Learning

Autor/inn/en	Hicks, Alison; Sinkinson, Caroline
Titel	Participation and Presence: Interrogating Active Learning
Quelle	In: portal: Libraries and the Academy, 21 (2021) 4, S.749-771 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Active Learning; Library Instruction; Information Literacy; Problem Based Learning; Cooperative Learning; Privacy; Confidentiality; Inclusion; Learning Strategies; Trust (Psychology); Resistance (Psychology) + Suchen Sie Ihr Suchwort? Aktives Lernen; Bibliotheksverzeichnis; Informationskompetenz; Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; Privatsphäre; Inklusion; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Resistenz
Abstract	Active learning forms a common teaching method within information literacy instruction. Commitment to participatory models of teaching and learning requires critical vigilance, however, particularly given changing information environments and broader educational priorities. This theoretical paper interrogates active learning and its prevalence within library instruction. Literature from library and information science (LIS), education, educational technology, and development studies is used to consider active learning in relation to self-protective information behaviors, the performance of learning, nonparticipatory and resistant activity, technological risk, and questions of inclusion. This discussion invites readers to acknowledge the complexity inherent in adopting active learning for contemporary settings. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01