Literaturnachweis - Detailanzeige
| Autor/in | Bennett, Scott |
|---|---|
| Titel | Libraries and Learning: A History of Paradigm Change |
| Quelle | In: portal: Libraries and the Academy, 9 (2009) 2, S.181-197 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1531-2542 |
| DOI | 10.1353/pla.0.0049 |
| Schlagwörter | Models; Intentional Learning; Information Technology; Libraries; Library Facilities; Library Administration; Academic Libraries; Librarians; Books |
| Abstract | The transformation of information from a scarce to a superabundant commodity has driven three paradigms in the design of library space. These are the reader-centered, book-centered, and learning-centered paradigms. The first two competed inconclusively with one another throughout most of the twentieth century. Revolutionary changes in information technology have only recently made a third design paradigm possible, one focused on intentional (or autonomous) learning. This paradigm frees us from a schoolwork approach to learning and from mere trafficking of information. The challenge before us is to align library space design with the transformational character of intentional learning. (Contains 5 figures and 34 notes.) (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 | 2017/4/10 |
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