Sociocultural Learning Theories and Information Literacy Teaching Activities in Higher Education

Li Wang

Abstract


This article introduces collaborative learning models based on sociocultural learning theories and discusses their potential for developing more effective learning opportunities in information literacy teaching. As described in the research of Vygotsky and other theoreticians, sociocultural learning theories are learner-centered and provide insight into collaborative approaches to student learning. These theories take into account the social and cultural aspects of acquiring knowledge. Collaborative learning, as outlined in the literature review, is an effective means of increasing student achievement and cognitive development. Research also shows that in a community-of-learners, a learner's potential performance level is increased. In the last section of this article, several collaborative learning models are introduced: the jigsaw model, the reciprocal model, and collaborative peer groups, including problem-and resource-based learning. These models are then applied to information literacy teaching to demonstrate how collaborative learning approaches enhance the teaching. At the end, a comparison of the traditional library classroom and the community-of-learners environment is introduced; the article concludes that the information literacy community-of-learners is an effective learning environment to improve student learning.


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DOI: http://dx.doi.org/10.5860/rusq.47n2.149

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