LEEPERS 14.1

Article 1: Elicit, engage, experience, explore: discovery learning in library instruction

This article discusses a teaching strategy called Discovery Learning. This strategy is intended to heighten student involvement in the learning process and also helps the student recognize the relevance of the particular instruction. Five basic learning architectures are presented under the headings of Case-based learning, Incidental learning, Learning by exploring, Learning by reflection, and Simulation-based learning. Several specific examples of classroom exercises representing each of these architectures are outlined. The authors use Aristotle’s adage, “What we have to learn to do, we learn by doing”, to presuppose the need for discovery learning. Later, they offer solutions to some anticipated barriers to discovery learning and encourage librarians/instructors to gradually implement this strategy into existing library instruction.

Discovery learning is suggested as a synonym for active learning and likewise, each can be a synonym for constructivist learning. The authors’ description of constructivist learning theory enhances the information presented by Svinicki. Several key attributes of this learning theory are given as: (1) using Problem-solving and exploration, (2) learner interest-based control of sequence and frequency, and (3) the integration of new knowledge with the existing base. In fact, it follows that any pedagogy must contain some aspect of these attributes to be considered constructivist. The key is engagement of the learner to the point of immersion into the process. The learner is made to be in control of learning. The basic precept is that people learn better and retain the knowledge longer when intimately engaged in the learning process. All of the specific strategies or exercises within the architectures discussed in the article encompass these attributes in at least some degree. It is easy to understand how they can be implemented and to recognize their positive impact in achieving the objectives of the constructivist learning theory. It is also impressive how simple activities support powerful learning outcomes by engaging the learners in the process and maintaining their attention, sometimes for what may be short spans of time.

Article Citation: Bicknell-Holmes, Tracy and Paul Seth Hoffman. “Elicit, engage, experience, explore: discovery learning in library instruction.” Reference Services Review 28 (2000): 313-22.

Additional Work Cited: Svinicki, Marilla. Learning and Motivation in the Postsecondary Classroom. (Anker, 2004). Chapter 2.