Benefits of Resource-Based Learning
What are the Benefits of Resource-Based Learning?
- allows time for information gathering and reflection which in turn promotes deep learning (MacFarlane, 1992)
- encourages learning on a topic through interaction with multiple resources (Kulthau, 1985)
- encourages in-depth focus on a topic which drives students to seek more relevant information and produce a product of higher quality (Kulthau, 1993)
- undertaking research projects enables the construction of meaning through active participation with information resources (Kulthau, 1993)
- promotes acquisition of effective information skills through conceptual awareness of the nature of information and its diversity (Cleaver, 1986)
- promotes the development of thinking skills such as problem solving, reasoning, and critical evaluation through information handling and independent research (Resnick, 1987; Todd & McNicholas, 1994/95)
- allows for information-gathering as a continuous process rather than unconnected tasks thereby encouraging the construction of knowledge at every subsequent phase (Moore, 1995)
- improves attitudes towards the library, librarian, and reading (Schon, Hopkins, Everett, & Hopkins, 1984)
- improves student and teacher attitudes towards course content and academic achievement (Cull, 1991)
- connects information handling and use with subject matter which is essential for learning to take place (Pitts, 1994)
- encourages information skills development though self-directed learning and reflection as opposed to teacher-directed skills instruction which may actually hinder the learning (Irving, 1986; Webb, 1988)
- allows for the active construction of personal understanding using reflection and self assessment so information is given a context, mental model, or framework (Stripling, 1995)
- discusses search strategy explicitly thereby increasing the likelihood that it will be transferred to future problem-solving situations (Pressley, Snyder, & Cariglia-Bull, 1987)
- fosters enthusiasm for learning and inspired self-image through active participation (Wilbert, 1976)
- increases academic achievement through ongoing experience (Breivik, 1977)
- promotes student access to and use of resources by linking cognitive search strategy to course-integrated instruction (Kohl & Wilson, 1986)
- improves research skills and fosters self-confidence in finding information by integrating library skills as part of subject curriculum (Nolan, 1989)
- increases academic achievement in subject content, attitudes, and critical thinking through use of a variety of resources in learning (Barrilleaux, 1965)
- improves work study skills and vocabulary in the case of multi-media programmes
(DeBlauw, 1973)
References
Barrilleaux, L. E. (1965). An experimental investigation of the effects of multiple library sources as compared to the use of basic textbook on student achievement and learning activities in junior high school science. Ph.D. Dissertation, University of Iowa.
Breivik, P. S. (1977). Open admissions and the academic library. Chicago: American Library Association.
Cleaver, B. (1987). Thinking about information: Skills for lifelong learning. School Library Media Quarterly, 16/1, 29-31.
Cull, P. (1991). Resource-based learning: A strategy for rejuvenating Canadian history at the intermediate school level. (ERIC Document Reproduction Service No. ED 343 829)
DeBlauw, R. A. (1973). Effect of a multi-media program on achievement and attitudes of elementary and secondary students. Ph.D. Dissertation, Iowa State University.
Irving, A. (1985). Study and information skills across the curriculum. Portsmouth, NH: Heinemann.
Kohl, D. F., & Wilson, L. A. (1986). Effectiveness of course-integrated bibliographic instruction in improving coursework. Reference Quarterly, 26/2, 206-11.
Kuhlthau, C. C. (1985). A process approach to library skills instruction. School Library Media Quarterly, 13/1, 35-40.
Kuhlthau, C. C. (1993). Seeking meaning: A process approach to library and information services. Norwood, NJ: Ablex Publishing.
Macfarlane, A. G. J. (1992). Teaching and learning in an expanding higher education system. Edinburgh: Committee of Scottish University Principals.
Moore, P. A. (1995). Information problem-solving: A wider view of library skills. Journal of Contemporary Psychology, 20/1, 1-31.
Nolan, J. P. (1989). A comparison of two methods of instruction in library research skills for elementary school students. Ph.D. Dissertation, Philadelphia, Temple University.
Pitts, J. M. (1994). Personal understandings and mental models of information: A qualitative study of factors associated with the information seeking and use of adolescents. Ph.D. Dissertation, Florida State University.
Pressley, M., Snyder, B. L., & Cariglia-Bull, T. (1987). How can good strategy use be taught to children? In S. M. Cormier & J. D. Hagman (Eds.), Transfer of learning: Contemporary research and applications (pp. 81-120). San Diego: Harcourt, Brace, Jovanovich.
Resnick, L. B. (1987). Education and learning to think. Washington: National Academy Press.
Schon, I., Hopkins, K. D., Everett, J., & Hopkins, B. R. (1984-1985). A special motivational intervention program and junior high school students' library use and attitudes. Journal of Experimental Education, 53, 97-101.
Stripling, B. K. (1995). Learning-centered libraries: Implications from research. School Library Media Quarterly, 23/3, 163-170.
Todd, R. & McNicholas, C. (1994/95). Integrated skills instruction: Does it make a difference? School Library Media Quarterly, 23/2, 133-138.
Wilbert, S. S. (1976). A study of competency-based instruction to determine its viability as a technique for teaching basic library skills to a selected sample of seventh grade students. Ph.D. Dissertation, Detroit, Wayne State University.
Webb, R. (1988). Developing information skills in the middle years of schooling. Ph.D. Dissertation, University of East Anglia.
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