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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2009
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ838370 |
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| _version_ | 1867180991168118784 |
|---|---|
| author | Bennett, Scott |
| author_facet | Bennett, Scott Bennett, Scott |
| collection | Education Resources Information Center |
| contents | Libraries and Learning: A History of Paradigm Change Bennett, Scott Models Intentional Learning Information Technology Libraries Library Facilities Library Administration Academic Libraries Librarians Books The transformation of information from a scarce to a superabundant commodity has driven three paradigms in the design of library space. These are the reader-centered, book-centered, and learning-centered paradigms. The first two competed inconclusively with one another throughout most of the twentieth century. Revolutionary changes in information technology have only recently made a third design paradigm possible, one focused on intentional (or autonomous) learning. This paradigm frees us from a schoolwork approach to learning and from mere trafficking of information. The challenge before us is to align library space design with the transformational character of intentional learning. (Contains 5 figures and 34 notes.) |
| format | Recurso educativo Open Access |
| id | eric_EJ838370 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2009 |
| record_format | eric |
| spellingShingle | Libraries and Learning: A History of Paradigm Change Bennett, Scott Models Intentional Learning Information Technology Libraries Library Facilities Library Administration Academic Libraries Librarians Books Libraries and Learning: A History of Paradigm Change Bennett, Scott Models Intentional Learning Information Technology Libraries Library Facilities Library Administration Academic Libraries Librarians Books The transformation of information from a scarce to a superabundant commodity has driven three paradigms in the design of library space. These are the reader-centered, book-centered, and learning-centered paradigms. The first two competed inconclusively with one another throughout most of the twentieth century. Revolutionary changes in information technology have only recently made a third design paradigm possible, one focused on intentional (or autonomous) learning. This paradigm frees us from a schoolwork approach to learning and from mere trafficking of information. The challenge before us is to align library space design with the transformational character of intentional learning. (Contains 5 figures and 34 notes.) |
| title | Libraries and Learning: A History of Paradigm Change |
| topic | Models Intentional Learning Information Technology Libraries Library Facilities Library Administration Academic Libraries Librarians Books |
| url | https://eric.ed.gov/?id=EJ838370 |