Abstract
Organic learning engages undergraduates in discovering new knowledge based on prior learning through variety of guided activities that stimulate inquiry-based learning and critical thinking in the research process. Some activities include searching, browsing, accessing, gathering, evaluating, assessing, reflecting, organizing, linking, and synthesizing. Learning how to access information by using a variety of search strategies as well as delivery platforms such as Google, discovery, individual databases, and the internet can be overwhelming and challenging. When students discover how to search and access desired sources through a variety of explicitly designed information literacy instructions with clearly defined learning outcomes, they take ownership of developing their learning and research skills. Through organic learning, they experience lightbulb moments, asking questions, discussing topics, and then searching again for more information. Organic learning unconsciously involves students in self-education, engaging them in the research process without pressuring them to practice redundant, rote exercises. Often undergraduates encounter difficulty in conceptualizing the research process as complex and multi-faceted. The authors argue that organic learning strategies to activate prior learning that builds advanced searching skills and increase new scholarly knowledge.
Highlights
OverviewOrganic learning is a healthy way of learning to absorb essential learning nutrients and to satisfy the growing appetite for more knowledge for success in academic, professional and personal endeavors
Organic learning engages undergraduates in discovering new knowledge based on prior learning through variety of guided activities that stimulate inquiry-based learning and critical thinking in the research process
The authors argue that organic learning in library instruction focuses on student-centric learning where undergraduates participate in the research process at different stages of cognitive development
Summary
Organic learning is a healthy way of learning to absorb essential learning nutrients and to satisfy the growing appetite for more knowledge for success in academic, professional and personal endeavors. The authors use this concept in conjunction with the ACRL framework, explaining research that supports student-driven learning experiences in successfully developing fluid library and information literacy skills These skills are necessary in the academic, professional, and personal pursuits in twenty-first century life. The authors discuss how active learning practices -- including teaching approaches, classroom management strategies, and purposeful instructional designs -facilitate students’ organic learning at several stages as well as the six standard concepts of the ACRL information literacy framework. They speak to specific instructional styles, lecture/lesson designs, and classroom management techniques that support meaningful and purposeful learning
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