TY  - JOUR
AB  - 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.
VL  - 28
IS  - 4
SN  - 0090-7324
DO  - 10.1108/00907320010359632
UR  - https://doi.org/10.1108/00907320010359632
AU  - Bicknell‐Holmes Tracy
AU  - Seth Hoffman Paul
PY  - 2000
Y1  - 2000/01/01
TI  - Elicit, engage, experience, explore: discovery learning in library instruction
T2  - Reference Services Review
PB  - MCB UP Ltd
SP  - 313
EP  - 322
Y2  - 2024/04/25
ER  -