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首页> 外文期刊>Journal of eScience Librarianship >A Carpentries Approach to ACRL Framework Instruction
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A Carpentries Approach to ACRL Framework Instruction

机译：ACRL框架教学的木工方法

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Objective: This paper compares the pedagogical theory driving current norms towards instruction of novices in both fields, specifically focusing on The Carpentries and ACRL Framework instruction. I identify key areas of difference in theoretical and practical approaches towards education of learners entirely new to a topic, focusing on a choice to pursue constructivist or experiential learning versus providing direct instructional guidance. Methods: Two case studies are explored through the lens of the Dreyfus Model of learning for their theoretical underpinings for engaging novice learners: the ACRL Framework and Carpentries’ Instructor Training. Results: Applying the Dreyfus Model of learning and cognitive load theory shows theoretical benefits to direct instructional guidance over constructivist or minimally guided instruction. Conclusions: The ACRL Framework and Carpentries workshops share teaching goals of creating new mental models and core skills to support future learning, but differ in their pedagogical approaches. For novice learners of information literacy, there may be value in considering a more guided approach. Concrete lesson-planning strategies are proposed. The substance of this article is based upon a poster presented at RDAP Summit 2019.
机译：目的：本文比较了驱动当前规范朝着这两个领域的新手教学的教学理论，特别是针对“木工”和ACRL框架教学。我确定了在理论和实践方法上不同的关键领域，这是对一个主题完全陌生的学习者的教育，重点是进行建构主义或体验式学习而不是提供直接的教学指导。方法：通过Dreyfus学习模型的角度探讨了两个案例研究，以了解他们吸引新手学习的理论基础：ACRL框架和Carpentries的讲师培训。结果：应用学习和认知负荷理论的德雷福斯模型表明，相对于建构主义或最低限度的指导，直接指导教学具有理论优势。结论：ACRL框架和木工车间的教学目标是创建新的心理模型和核心技能以支持未来的学习，但教学方法不同。对于信息素养的新手学习者，考虑采用更具指导性的方法可能有价值。提出了具体的课程计划策略。本文的实质内容是基于在RDAP峰会2019上展示的海报。

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