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Cited by 165Library Science and Information LiteracyInnovative Teaching and Learning MethodsEducational Strategies and Epistemologies

The DOI matches its Crossref record; 37 of the 38 references it cites were found in a registry or an index.

Sociocultural Learning Theories and Information Literacy Teaching Activities in Higher Education

Open access
Wang, Li·2007·Reference & User Services Quarterly
DOI 10.5860/rusq.47n2.149
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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.

Overview

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Crossref · 10.5860/rusq.47n2.149

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37 of 37 references verified0 citation errors · 0 not checkable

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Metadata

Authors
Wang, L.
Affiliations
University of Auckland (NZ)
Corresponding author
Wang, Li
ORCID
Wang, Li
Venue
Reference & User Services Quarterly
Publisher
American Library Association
Published
2007-12-01
Volume
47
Issue
2
Pages
149-158
ISSN
1094-9054 (ISSN-L)
DOI
10.5860/rusq.47n2.149
OpenAlex
W2074972138
Cited by
160
References
38
Citations by year
2026: 3 · 2025: 6 · 2024: 5 · 2023: 4 · 2022: 12 · 2021: 11 · 2020: 17 · 2019: 7 · 2018: 9 · 2017: 10 · 2016: 15 · 2015: 9 · 2014: 4 · 2013: 16 · 2012: 3
FWCI
27.41
Type
journal article
Language
en
Open access
Locations
  • Reference & User Services Quarterly (publishedVersion)
  • ResearchSpace (University of Auckland) (submittedVersion)
Topics
  • Social Sciences › Library and Information Sciences › Library Science and Information Literacy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords
sociocultural theory, information literacy instruction, cooperative learning, community of learners, reciprocal teaching, peer learning groups, problem-based learning, resource-based learning, Vygotsky, higher education, library instruction

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Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.