Title

You can lead students to sources, but can you make them think?

Publication Date

2008

Document Type

Article

Abstract

In developing and teaching a new first-year psychology course that integrates information literacy skills, a librarian and a psychologist learned the importance of teaching critical thinking skills explicitly, rather than implicitly. Students learned how to use the library resources and learned concepts in psychology, but until critical thinking was taught explicitly, students did not understand the value of what they were learning. In this article, implicit versus explicit learning is defined, and psychological principles are applied to demonstrate how critical thinking can be used to teach library and information skills.

Original Citation

Hayes-Bohanan P., Spievak E. (2008). You can lead students to sources, but can you make them think? College and Undergraduate Libraries, 15(1-2), 173-210.

Identifier

DOI: 10.1080/10691310802177200

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