Elicit, engage, experience, explore: discovery learning in library instruction

Tracy Bicknell‐Holmes (Tracy Bicknell‐Holmes (E‐mail: tbicknell‐holmes1 @unl.edu) is Chair, Central Reference Services, Associate Professor at Central Reference Services, University of Nebraska‐Lincoln, Lincoln, Nebraska, USA.)
Paul Seth Hoffman (Paul Seth Hoffman (Email: phoffman2@unl.edu) is Library Instruction Librarian and Assistant Professor at Central Reference Services, University of Nebraska‐Lincoln, Lincoln, Nebraska, USA.)

Reference Services Review

ISSN: 0090-7324

Publication date: 1 December 2000

Abstract

Discovery learning is a teaching strategy instructors can utilize to increase the engagement of and content relevance to students involved in library instruction. There are five learning “architectures” which discovery learning comprises: Case‐based learning; Incidental learning; Learning by exploring; Learning by reflection; and Simulation‐based learning. Alone, or in combination, they can be applied to activities and the teaching of skills across the spectrum of complexity, curricular format, and class size. These architectures are not intended to supplant established and more traditional methods of instruction; rather, they serve to enhance the effectiveness and the likelihood of mastery and application of skills and concepts. Though perceptual and attitudinal barriers can create obstacles to implementing discovery learning, these can be overcome. The authors recommend a gradual application of discovery learning activities to instruction.

Keywords

Citation

Bicknell‐Holmes, T. and Seth Hoffman, P. (2000), "Elicit, engage, experience, explore: discovery learning in library instruction", Reference Services Review, Vol. 28 No. 4, pp. 313-322. https://doi.org/10.1108/00907320010359632

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MCB UP Ltd

Copyright © 2000, MCB UP Limited

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