Reconsidering the Relationship Between Generic and Situated IL Approaches: The Dreyfus Model of Skill Acquisition in Formal Information Literacy Learning Environments, Part I
Year: 2012
Type: article
Abstract: This is the first of two papers discussing the application of Berkeley phenomenologist Hubert Dreyfus’ five-stage model of skill acquisition to information literacy (IL) theory and practice. This paper will review and build on previous discussions of the relation between generic, conceptual, competency-based approaches to IL definition and instruction and what has come to be called “situated” approaches, arguing that both the generic and situated approaches to IL ought to find a place within a complex learning continuum. Dreyfus’ model depicts this continuum as one in which learners start out as novice rule-followers and then develop, over time and with guidance from instructors, into experts capable of situated, embodied coping. The Dreyfus model is here put forward as a synthetic approach that can be used by IL theorists and instructors to design curricula aimed at maximizing the learning potential of students in formal learning environments.
Source: Lincoln (University of Nebraska)
Author: Robert Farrell
Institution: City University of New York
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2165023314