Abstract
We address the question of how natural learning context and application of visual materials can positively affect the student learning. After discussing theory, we report an application of natural learning context and application of visual materials in the teaching of a recent undergraduate preservation course. In this study, the research questions addressed are: 1) What are the differences between a natural learning situation and a conventionally designed learning situation? 2) How does this difference affect a learner? 3) Why the follow-up activities and application of visual resources are beneficial? This study also points out the function of emotions in cognitive process and adopts the view that all representations arise with the contingent of a context in which emotions are implied, activated, and experienced.
Highlights
Preservation is a recent hot topic in the programs offered by library and information science studies
This paper reports the activities applied to the recent teaching of a preservation class and describes the students’ cognitive processes and learning effects associated with such activities and implied learning contexts
Halliday [1] says that context is “fore
Summary
Preservation is a recent hot topic in the programs offered by library and information science studies. With the development of the information industry due to the fast advance of technology and a rising concern about materials in digital format, preservation has been offered as a course by an increasing number of LIS programs in the higher institutions. This paper reports the activities applied to the recent teaching of a preservation class and describes the students’ cognitive processes and learning effects associated with such activities and implied learning contexts. The functions of these learning contexts are explained
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