Article Title
Article Type
Full-Length Paper
Publication Date
2019-12-23
DOI
10.7191/jeslib.2019.1173
Abstract
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.
Keywords
Carpentries, Software Carpentry, ACRL Framework, Dreyfus Model, Novice Learners
Acknowledgments
Special thank you to Kristin Lee for support through all stages of this process.
Repository Citation
Gofman A. A Carpentries Approach to ACRL Framework Instruction. Journal of eScience Librarianship 8(2): e1173. https://doi.org/10.7191/jeslib.2019.1173. Retrieved from https://escholarship.umassmed.edu/jeslib/vol8/iss2/9
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Copyright Gofman © 2019
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Included in
Curriculum and Instruction Commons, Educational Psychology Commons, Information Literacy Commons
