Hicks, A;
Sinkinson, C;
(2021)
Participation and Presence: Interrogating Active Learning.
portal: Libraries and the Academy
, 21
(4)
pp. 749-771.
10.1353/pla.2021.0040.
Preview |
Text
SINKINSON copyedited120720.pdf - Accepted Version Download (329kB) | Preview |
Abstract
Active learning forms a common teaching method within information literacy instruction. Commitment to participatory models of teaching and learning requires critical vigilance, however, particularly given changing information environments and broader educational priorities. This theoretical paper interrogates active learning and its prevalence within library instruction. Literature from library and information science (LIS), education, educational technology, and development studies is used to consider active learning in relation to self-protective information behaviors, the performance of learning, nonparticipatory and resistant activity, technological risk, and questions of inclusion. This discussion invites readers to acknowledge the complexity inherent in adopting active learning for contemporary settings.
| Type: | Article |
|---|---|
| Title: | Participation and Presence: Interrogating Active Learning |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1353/pla.2021.0040 |
| Publisher version: | https://doi.org/10.1353/pla.2021.0040 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL SLASH UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of Arts and Humanities > Dept of Information Studies |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10125395 |
Archive Staff Only
 |
View Item |
