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different teaching and learning processes and roles for educators.
This article discusses issues related to teaching with technologyto creating the learning
environment from the perspective of constructivist learning theory, specifically examining the
Research Strategies 19 (2003) 181192D 2005 Elsevier Inc. All rights reserved.
The learning environment is a key consideration for librarians providing information
literacy instruction. The learning environment communicates expectations about the kind and
depth of learning that is intended and the process through which that learning will occur.
Careful attention must be paid to the environment and the messages that it communicates to
the learners. It seems readily apparent that technology has impacted teaching and learning;
however, uncovering exactly what that impact has been is a complex and challenging task.Technology and the constructivist learning environment:
Implications for teaching information literacy skills
Beth S. WoodardT
Library Administration, University of Illinois at Urbana-Champaign, 300 Library, 1408 West Gregory Drive,
Urbana, IL 61801, USA
Available online 21 February 2005
Abstract
The appropriate use of technology affords opportunities to create information-rich environments
and to change how people interact with information and with each other in those settings. This article
discusses general issues related to technology-rich learning environments and the roles for technology
in creating a community of learners, suggesting that instruction for information literacy btakes a virtualvillage.Q This article also examines the crucial relationship between information literacy, discoverylearning, and constructivist pedagogy, arguing that technology serves as a catalyst for qualitatively0734-3310/$ -
doi:10.1016/j.r
T Fax: +1 21E-mail add7 333 1116.see front matter D 2005 Elsevier Inc. All rights reserved.
esstr.2005.01.001
ress: [email protected].
bm ge;tech ith
oth are
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media and technology are effective in learning; but concedes that there is inadequate
empirical evidence that media and technology are any more effective that other instructionalapproaches. Within librarianship, Kuhlthau (1999) stated that bcomputer technology hassignificantly changed learning environments in schools in the past ten yearsQ (p. 4), astatement with which many researchers agree.
1.1. Impact of technology on learning environments
Setting aside the debate over whether technology and media are any more effective thanas lecture and discussion, media and technology have advantages in terms of repeatability,
transportability, and increased equity of access.
Identifying the value of media and technology in education is more problematic. In a
controversial article in Atlantic Monthly, Oppenheimer (1997) asserted that bthere is no goodevidence that most uses of computers significantly improve teaching and learningQ (p. 45).Norton and Sprague (2001) concur, noting that the promises of technological innovation have
not been realized:
The teaching machines of the 1960s have virtually vanished from educational practice. Instructional television became
merely a btalking headQ and was used little, if at all, in classrooms until the advent of the videocassette (VCR). Currentuse of videocassettes and cable broadcasting rely on commercial and public television rather than on programming
designed specifically as an integral part of the educational process. The fate of the computer is still unknown, and the
struggle to find the most appropriate role for technology continues (p. 2).
Likewise, Clark (1983) sparked a debate with his statement that bmedia do not influencelearning under any conditionsQ (p. 445), arguing that media and technology merely deliverinstruction, while student activities and instructional methods impact learning.
In contrast, Reeves (1998) claims that fifty years of educational research indicate thatothfusion. Reeves (1998) offers an explanation of how the two might be distinguish
edia are the symbol systems that teachers and students use to represent knowled
nologies are the tools that allow them to share their knowledge representations w
ersQ (Executive Summary, para. 3). In other words, technologies enable people to shdia. Reeves goes on to observe that, in comparison to other instructional approaches sucrucial relationship between information literacy, discovery learning, and constructivist
pedagogy. The inherent relationship among these concepts argues for the pursuit of
technology as cognitive tool, particular in the information-rich environments found in todays
world. Though much literature exists on both technology in teaching and constructivist
pedagogy, it is the juxtaposition of the two that reveals the implications of discovery learning
and information literacy instruction.
1. Terminology and value
The terms media and technology have often been used interchangeably, and sometimes
synonymously, by both researchers and practitioners, which can create a great deal of
con ed:
B.S. Woodard / Research Strategies 19 (2003) 181192182er instructional approaches, it is worth exploring how technology has impacted learning
environments. Goldfarb (1999, p. 85) notes that technology provides greater access to
information. In addition, Gooler (1990) asserts that binformation technologies promise toexpand even further the circle of people who can avail themselves of opportunities to access
all kinds of informationQ (p. 318). As such, technology expands access to information forthose who already have some access and makes possible access for those who lack it.
McClintock (1996) theorizes that technologys major impact on teaching and learning is that
it changes the learning environment from one of a scarcity of information resources to one
with an abundance of information resources. This abundance of information creates a need to
address a number of other issues, including safety, privacy, and ethical conduct. The growing
need to evaluate information is prevalent throughout information literacy discussions and the
controversy over filtering information is particularly prominent in discussions about children
and the Internet.
Not only does technology provide greater access to information in general, but it also
provides access to different kinds of information sources, which then results in students using
a different mix of sources. Philip M. Davis and Suzanne Cohen (Davis & Cohen, 2001) found
that from 1996 to 1999, student citations to books in bibliographies decreased from 30% to
19%, but their use of newspaper sources increased from 7% to 19% and of Web resources
increased from 9% to 21%. From just this one study, it is clear that having access to greater
amounts and kinds of information resources without the traditional safeguards of editorial
review and librarian selection will mean that bnew kinds of searching, categorizing,analyzing, and interpreting skills will be neededQ (Gooler, 1990, p. 318).
As Goldfarb (1999) states, bbecause the Internet organized information in new ways, itdoes not merely provide more resources; it allows different kinds of learningQ (p. 98).Dressang and McClelland (1996) suggest that technology has changed the way children
interact with text and pictures, particularly bnonlinear and non-sequential organization andformat, interactive and connection possibilities, open-ended conclusions, and a multiplicity of
layers of meaningQ (p. 40). Brown (1998) investigated the effects of bbrowsingQ on learning.He provided students with the same information in three different common Web page designs
and found that factual recall was facilitated by single-page hierarchical formats, answering
reconstructive questions was aided by pages with review questions, and overall testing had
some advantage with hypertext, where students could click on additional information,
definitions, or explanations. Gooler (1990) argues that people have greater flexibility in
choosing the learning modality in which they accomplish their learning tasks through
technology. More learners in a variety of situations can take advantage of a variety in learning
tools. They can also exercise greater control over how they learn.
Multimedia can also alter the bways of knowing and the opportunities for participation in thecreation of knowledgeQ (McClintock, 1996, para. 8). Thinking can take many forms includingverbal, visual, auditory, and kinesthetic performances. Printed media have long held primary
status in education as an easily stored and retrieved form of knowledge. Technology allows the
storage and retrieval of resources that heretofore could not be easily stored and retrieved, such
as performances, images, and sounds, thus increasing the range of resources that can be stored,
B.S. Woodard / Research Strategies 19 (2003) 181192 183retrieved effectively, and used on demand. Learners can thus be given opportunities to explore
information and create new knowledge in a greater diversity of formats.
nat cal
fac re
equ ns.
Wit asblindness, hearing impairments, or mobility limitations can participate in activities that were
once inaccessible. Bilingual learners can access materials in their preferred language or
benefit from automatic translators. Geographically isolated individuals can access the same
variety of resources as individuals in traditionally information-rich learning environments. In
spite of this technological promise, however, some researchers report that access to computers
still bvaries greatly by social class, race, and native languageQ (Sandholtz, Ringstaff, &Dwyer, 1997, p. xi).
Because technology per se can be engaging, student motivation can also be improved
through technology (Goldfarb, 1999). The Apple Classrooms of Tomorrow project found that
students were more excited about learning when using computers, and their excitement was
contagious to their peers and their instructors. Time spent on assignments and projects
increased, including before and after school time. Students went beyond the requirements of the
assignments and, when individuals or small groups independently developed skills or explored
new applications, their activities attracted the interest of other students (Sandholtz et al., 1997).
The use of technology can also improve sustained participation by less able students
(Goldfarb, 1999), although Sandholtz et al. (1997) assert that low-achieving students are
more likely to be assigned to use computers for drill and practice and less likely to use
technology for problem solving or to enhance reasoning. The use of technology can also
increase student achievement in project-based programs (Goldfarb, 1999). Again, because
students find the technology itself interesting, their interest is sustained and students are more
likely to delve deeply into a topic and to find alternative sources of information.
Finally, technology is changing the way people communicate: b(n)ew technologies notonly support . . . collaborative work, they encourage collaborative enterprisesQ (Gooler, 1990,p. 320). Electronic mail and teleconferencing invite individuals who share common interests
to communicate while pursuing those interests. It is now possible to share files and to connect
students with experts with whom they otherwise would not have been able to interact. As
observed by Schrum and Berenfeld (1997):
In a typical classroom, communication occurs primarily between teachers and students or among students.
Communication with the real world is generally limited to non-interactive media such as television and film or the
occasional field trip. Contrast this with a classroom with a computer and modem. Now students can communicate with
their peers next door or worldwide, with experts in many fields or eyewitnesses to current events (pp. 2627).
As such, technology both changes the kinds of communication in which students can
engage and the people with whom students can communicate.
Though there are some skeptics, what researchers do seem to agree on is that btechnology
in a
p. 3ions students, regardless of socioeconomic status, race, ethnicity, gender, or geographi
torsQ (Executive Summary, item 5, italics in original). Theoretically, technology can ensuitable universal information access to learners of all ages, races, abilities, and locatio
h the use of appropriate technologies, individuals with physical challenges suchEchoing the statements of many writers, the Presidents Committee of Advisors on Science
and Technology (1997) stated that baccess to knowledge-building and communication toolsbased on computing and networking technologies should be made available to all of our
B.S. Woodard / Research Strategies 19 (2003) 181192184nd of itself is neutral; what matters is how it is appliedQ (Harriman & Fitz Gibbon, 2000,5). Oppenheimer (1997) reports on a study of classroom innovation that found that what
endorse constructivist and discovery approaches to learning and teaching.Many researchers focus on the potential of technology to support certain fundamental
changes in the pedagogical models underlying traditional approaches to teaching and
learning. Within the constructivist paradigm, greater attention is given to the acquisition of
higher order thinking and problem-solving skills, with less emphasis on the assimilation of a
large body of isolated facts. Basic skills are not learned by students in isolation, but in the
course of some undertaking, such as a project, and often on a collaborative basis. These
projects generally utilize higher level breal-worldQ tasks whose execution requires theintegration of a number of skills. Generally, information resources are made available to be
accessed by the student at the point in time when they actually become useful in executing the
particular task at hand. Fewer topics may be covered than is the case within the typical
traditional curriculum, but these topics are often explored in greater depth. Students assume a
more central role as the active director of his or her own knowledge and skills (Hughes &
Mancall, 1999). As the Presidents Committee of Advisors on Science and Technology
(1997) firmly stated, the emphasis should be a bfocus on learning with technology, not aboutthe students learned bhad less to do with the computer and more to do with the teaching. Ifyou took the computers out, there would still be good teaching thereQ (p. 48). Sandholtz et al.(1997) state that btechnology should be viewed as one tool among many and will have littleinfluence unless it is successfully integrated into a meaningful curriculum and instructional
frameworkQ (p. 179). Finally, Marcum (2001) states that bthe most critical part of technologyis not the tool but the human skill that uses it to accomplish a taskQ (p. 103).
As seen, technology has impacted the learning environment in many different ways.
Greater access to information, access to new types of information, support for different kinds
of learning, opportunities for participating in the creation of knowledge, equitable access,
improved student motivation, sustained participation by less able students, increased
achievement in project-based programs, and changed communication patterns have all
resulted from teaching with technology. Technology has also served to spark a re-
consideration of pedagogical approach and it is to that topic that this article now turns.
2. A catalyst for re-considering pedagogy
The report from the Boyer Commission on Educating Undergraduates in the Research
University (1998), Reinventing Undergraduate Education, recommends that instructors
engage students in ba significant question or set of questions, the research or creativeexploration to find answers, and the communications skills to convey the resultsQ (p. 27). TheBoyer report is cited in the Information Literacy Competency Standards for Higher Education
(2000), which continues on by stating that bcourses structured in such a way create student-centered learning environments where inquiry is the norm, problem solving becomes the
focus, and thinking critically is the part of the process.Q The Standards stop short of explicitlystating which pedagogical approach is most appropriate for pursuing a standards-based
information literacy program; however, the language of the Standards appears to implicitly
B.S. Woodard / Research Strategies 19 (2003) 181192 185technologyQ (Executive Summary, item 1, italics in original).
television, computer-based instruction, or integrated learning systems. Historically, thelearning bfromQ or tutorial approaches have received the most attention and funding. Reeves(1998, Section 2, para. 3) summarizes the steps in learning bfromQ media and technology asfollows:
(1) exposing students to messages encoded in media and delivered by technology;
(2) assuming that students perceive and encode these messages;
(3) requiring a response to indicate that messages have been received; and
(4) providing feedback as to the adequacy of the response.
Online tutorials, email tutorials, and course-specific Web pages are examples of learning
bfromQ technology and can enhance information literacy instruction in a number of ways.Remedial assistance can be offered to those who do not have the skills of the rest of the class.
Drill-based practice, which could be very repetitious in an in-person environment, can be
supported more easily and made more interesting in an electronic environment. Tutorials can
also allow students to explore independently by letting different individuals choose different
areas of interest.
In contrast, learning bwithQ media and technology means that learners bfunction asAs such, this article asserts that the best uses of educational technology and the most
appropriate environments for cultivating information literacy competencies use constructivist
approaches to teaching and learning. Sandholtz et al. (1997) argue that technology is best and
most powerful when used with constructivist teaching approaches that emphasize problem
solving, concept development, and critical thinking rather than simple acquisition of factual
knowledge. While there is no argument that technology can facilitate the process of
transferring facts from one person to another, its integration with learning is best realized
when the teacher aims to empower students to think and to solve problems and when
technology is used to support student inquiry and collaborative exploration. According to
constructivist theory, learning is an active and social process in which students play an active
role in building knowledge, discovering relationships among facts, constructing conceptual
frameworks that explain those relationships, and exploring new arenas. Sandholtz et al.
(1997) suggest that new competencies such as abilities bto collaborate, to recognize andanalyze problems as systems, to acquire and use large amounts of information, and to apply
technology to the solution of real-world problems are valued outcomesQ (p. 183) becomemore important in such technology-supported learning environments.
3. Learning bfromQ and bwithQ technology
There are two major approaches to using media and technology in educational
environments: students can learn bfromQ media and technology, and they can learn bwithQmedia and technology (Jonassen & Reeves, 1996).
Learning bfromQ media and technology is often referred to in connection with instructional
B.S. Woodard / Research Strategies 19 (2003) 181192186designers using media and technology as tools for analyzing the world, accessing and
meetings, communication technologies can provide students with opportunities for joint
problem solving and shared learning and augment face-to-face contact in the classroom.Some of the ways that technology can be used to facilitate that communication include
computer conferencing, chat discussion sessions, email, and bulletin boards. Computer-
mediated communication can be either synchronous with instant, simultaneous communica-
tion, or asynchronous, which allows each participant to communicate when it is convenient or
useful. Access to communities of practice and knowledgeable experts further expands the
students ability to gather information from beyond their own knowledge communities.
The most frequently cited rationales for using telecommunications to meet pedagogical
goals are as follows (Schrum & Berenfeld, 1997, pp. 4244):
! bringing real-world relevance into the classroom;! helping students perceive knowledge as constructed rather than delivered from a book orteacher;interpreting information, organizing their personal knowledge, and representing what they
know to othersQ (Reeves, 1998, Executive Summary, para. 10). In other words, learningbwithQ technology makes technology more a tool for learning than just for teaching.
The Boyer report notes that bthe best teachers and researchers should be thinking abouthow to design courses in which technology enriches teaching rather than substitutes for itQ(1998, p. 26). Technology used as a tool for learning can serve as a means to seek and process
information, and to reflect on ones understandings, beliefs, and thinking processes.
Technology that allows the learner to access information and explore new content
relationships includes the Internet, simulations, electronic mail, word processing, spread-
sheets, graphics, presentation, and database software. In these applications, the user has a
great deal of control over the pace and direction of information exploration.
4. Roles for technology
Having discussed the impact of technology on learning environments, this article now
turns to the different roles of technology as they relate to constructivist learning theory. The
specific roles discussed were gleaned from a literature review and are suggested as
alternatives or extensions to the more familiar role of technology as simply the means to
transmit information to the user. Understanding these possible roles is important to
maximizing the possible impact of technology on users.
4.1. Technology as a vehicle for educational communication
In bImplementing the Seven Principles: Technology as Lever,Q Chickering and Ehrmann(1996) note that good teaching practice encourages contact between students and faculty and
that good practice develops reciprocity and cooperation among students. By providing
increased access to the instructor and easing the burden of creating time for group project
B.S. Woodard / Research Strategies 19 (2003) 181192 187! providing students with an effective model of lifelong learning;
! bolstering social, communication, and critical-thinking skills;! meeting standards for inquiry-based learning;! increasing the authenticity of the learning environment;! changing the definition of the learning community;! finding role models for students; and! equity.
As students develop information literacy skills, telecommunications can allow students to
communicate with others, whether they are experts in the field, individuals in their local
community, or simply people with the same interests who are distributed geographically. In the
classroom, guest lecturers can participate in class discussions through audio and video
teleconferencing. Students in classrooms in different cities can participate in discussions and
share ideas on topics. The use of telecommunications expands students interaction with others.
4.2. Technology as a cognitive tool
Media and technology can be used as cognitive tools that enable and facilitate critical
thinking and higher order learning. According to Reeves (1998), bcognitive tools refer totechnologies, tangible or intangible, that enhance the cognitive powers of human beings
during thinking, problem-solving, and learningQ (Section 3, para. 1). In other words,technology as a cognitive tool enables students to process and communicate information more
effectively and efficiently.
Technology can facilitate critical thinking and higher order learning by supporting the deep
reflective thinking that is necessarily for meaningful learning. Technology allows case studies
and sample projects to be situated in realistic contexts with results that are personally
meaningful for learners. Examples include databases, spreadsheets, expert systems,
communication software such as teleconference programs, online collaborative knowledge
construction environments, multimedia/hypermedia construction software, and computer
programming languages.
The Boyer report notes that faculty should concern themselves with the need to bgive theirstudents the tools with which they can explore deeply as well as widely, with which they can
discriminate, analyze, and create rather than simply accumulateQ (1998, p. 26). The Web canbe used by instructors as a cognitive tool to help students explore, analyze, and evaluate
resources. Students can also report their findings in projects by creating Web pages or
electronic portfolios. Technology can certainly facilitate students ability to explore
information and express their fluency with information.
4.3. Technology as a discovery system
Many individuals have described libraries as learning organizations, yet Marcum (2001)
B.S. Woodard / Research Strategies 19 (2003) 181192188points out that the definition bplaces the emphasis on what the organization learns, and that is
use on
pre on
disc hedevelopment of information literacy and demands a constructivist approach to pedagogy.
Resonating with the discovery-based view of information exploration, Brown (1991)
suggests that education at all levels should be restructured around an inquiry approach to
learning. McClintock (1996) asserts that binquiry, study, problem solving can become theprime educational activities in a system making full use of digital resourcesQ (p. 47). This kindof learning requires that students be at the center of inquiry learning.
Libraries and media centers in all sorts of educational institutions have a critical role to
play in facilitating students exploration of informationin print, digital, or alternative
formsand supporting instructors who are learning a new role of guiding students in their
exploration. The Boyer report argues that instructors are the bexperienced, focused guidesQwho should be helping students bbecome a more intelligent consumer in this supermarketof informationQ (1998, p. 27).
4.4. Technology as a means to create a community of learners
Finally, beyond the individual-based discovery, the Boyer report asserts that ba sense ofcommunity is an essential element in providing students with a strong undergraduate
education,Q noting that a bpersonal awareness of connections cannot occur unless there is aresponsiveness to place and communityQ (1998, p. 34). In an increasingly fragmented campusenvironment where students, on average, work more than 20 hours a week, and more and
more students live off-campus or take online classes, finding opportunities for shared in-
person experiences becomes more challenging. Campuses attempt to create learning
communities in residential spaces, via shared classes over the course of more than one
term or semester, or through freshman experience courses. Assigning peer or faculty mentors
is another approach used to foster this sense of community. Some campuses are
supplementing these experiences with electronic bcommunitiesQ as well.Oberg (1999) suggests that this concept of a community of learners challenges deeply held
beliefs about the role of the education in society:
It means creating a vision of a school as a center for teaching and learning for adults as well as for young people, a
place where improvement comes through inquiry and problem solving, and a place where there is a commitment to
caring about and serving others (p. 302).
Oberg (1999) also points out the connection between constructivism and learning
communities: ba community of learning in this information age must be built upon aconstructivist view of learning and teaching: an understanding that students learn by activelycon
thisr-centered and objective) and information retrieval from fixed collections (which focuses
cision and recall)Q (p. 102). The Web represents an open environment for informatiovery and learning. This open environment be it the Web or the library is crucial to tnot the core purpose of the library. That purpose, ultimately, is to promote learning- and
discovery- among its patronsQ (p. 101).Marcum (2001) goes on to assert that bthere is a growingrecognition of the differences between information discovery in an open environment (which is
B.S. Woodard / Research Strategies 19 (2003) 181192 189structing, rather than acquiring, knowledge; and that the purpose of instruction is to support
construction of knowledge, rather than the communication of informationQ (p. 310).
stud ng
kno
T of
learning, their capacity to teach critical thinking and inquiry, their determination toempower students to be responsible for their own learning, and their own technological
skillsQ (p. 114).McClintock (1996) notes that technology has created a paradigm shift from bstrategies for
disbursing scarce knowledge to enabling people to use undiluted access to the resources of
our cultureQ (para. 47). Kuhlthau (1999) also notes this same shift in emphasis withinformation literacy:
Information literacy incorporates both library skills and information skills, but adds the critical component of
understanding the process of learning in information-rich environments. Information literacy extends library skills
beyond the use of discrete skills and strategies to the ability to use complex information from a variety of sources to
develop meaning or solve problems (p. 11).
This change in focus from selecting and presenting appropriate tools and resources for
students use to helping students develop their own skills to make those selection decisions
based upon context-specific needs is challenging in many respects. It is impossible for
students to learn this skill in a one-time application. Each instance will be unique withhigher education in incorporating technology in creating communities of learning for their
students, primary and secondary school students often have the technology skills required to
use the Web, write emails, and participate in chat rooms. The capacity to harness this
immersion in the electronic environment for learning varies greatly by school and school
district. Teachers and librarians can work together to help students use these technologies in
safe and ethical ways to expand their communities of learning.
5. Technology and the roles of teachers and librarians
In a community of learning, the role of instructors and librarian changes from a
transmitter of knowledge to a facilitator of learning. Instructors and librarians assist students
in managing information overload, finding meaning by bmaking sense of numerous anddiverse messages that do not fit together in a predigested, prepared textQ (Kuhlthau, 1999, p.7), and bhelping them to rethink and debug their emerging mental models, and provideencouragement, direction and assistance as neededQ (Presidents Committee, 1997, Section4.4, para. 2). Hughes and Mancall (1999) suggest that teachers and librarians also take on
roles as change agents, resource guides, leaders, and learners. Goldfarb (1999) echoes this
sentiment about the teachers need to be continually learning: btechnology, then, has placedincreased demands on teachers own information literacy skills, their ability to facilitatenumlibrarians can maximize student learning. Information Power (1998) observed t
ents need to become full members of the learning community, actively pursui
wledge and information.
hough elementary schools and high schools are not usually as far along as institutionsTeachers and librarians, in collaboration, have a key role to play in making sure that
students are engaged in the learning process. By making student engagement with
information seeking challenging, interesting, learner-centered, and inquiry-based, teachers
and hat
B.S. Woodard / Research Strategies 19 (2003) 181192190erous factors to consider. Constructivist learning environments provide mechanisms to
students can apply skills in new situations, then constructivist learning environments need to
be created and instructors and librarians need to take on new roles of facilitating students
445459.Davis, P. M., & Cohen, S. (2001). The effect of the Web on undergraduate citation behavior, 19961999. Journal
of the American Society for Information Science and Technology, 52, 309314.
Dressang, E. T., & McClelland, K. (1996, July). Radical changes. Booklinks, 5(1), 4046.learning with traditional and technological tools. Savvy information literacy instructors will
capitalize on the these intertwined relationships and consciously use technology as a cognitive
tool to help students analyze and evaluate resources; as a discovery system which focuses on
the students exploration of the learning resources in their technological and traditional
environments; and as a means to create learning communities so students can engage with
each other and with potential guides. These new roles for instructors and librarians will then
result in better attainment and retention of information literacy skills for students.
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6. Conclusion
Technology creates information-rich environments and changes how people interact with
information and with each other in those environments. This article has discussed general
issues related to technology and creating the learning environment. Though general, these are
the issues facing all educatorsinformation literacy instructors, faculty, elementary and
secondary teachers, and even parents. This article also specifically examined the crucial
relationship between information literacy, discovery learning, and constructivist pedagogy
and discussed the important roles for technology in creating a learning environment for
students who are preparing for our information-rich world.
If information literacy demands the active involvement of students to make sure that
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Technology and the constructivist learning environment: Implications for teaching information literacy skillsTerminology and valueImpact of technology on learning environments
A catalyst for re-considering pedagogyLearning from and with technologyRoles for technologyTechnology as a vehicle for educational communicationTechnology as a cognitive toolTechnology as a discovery systemTechnology as a means to create a community of learners
Technology and the roles of teachers and librariansConclusionReferences