Children’s Conceptions about Libraries and Learning

• Authors: Andrea Dömsödy

Abstracts

EN

Current library instructions, textbooks do not adequately address children, because they do not consider children’s (pre)conceptions about information literacy. Using qualitative methods this research tries to describe conceptual frameworks, distinctions to support a more efficient and constructivist library instruction. In our opinion research does not result in adaptive information about conceptions, if the research subject does not investigate relationships from the point of view of information and information literacy generally and in terms of some preferred resources. This study emphasizes a relationship between libraries and learning in children’s conceptions. Four types of conceptions were revealed in this specific sub-field, which influence preparing for autonomous learning and lifelong learning.

Keywords

EN

Preconceptions; Information Literacy; Libraries; Learning; Children; Qualitative Research

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2007
• Volume: 11
• Pages: 75-84

Dates

published

2007

Contributors

author

Andrea Dömsödy

• Eötvös Loránd University, Budapest, Hungary

References

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Identifiers

DOI

10.15804/tner.07.11.1.06

Biblioteka Nauki

31342751