آموزش فرايند پژوهش براي اكتشاف و رشد مرزي

Teaching the research process -- for discovery and personal growth

The research process is one of the ways in which children and young adults can experience the school library as a place for discovery and growth. In order for students to have those experiences through the research process, teachers and librarians need to provide instructional guidance that is affective as well as cognitive in focus. Teachers and librarians need to have a deep understanding of how learners experience the research process and about how learning through research can be facilitated. In the past two decades, process models of library instruction have been developed in many parts of the world including the United Kingdom, the United States, Australia, and Canada. Process-based models of library instruction support a view of library research as an opportunity for students to experience discovery and personal growth. However, the effective implementation of such models depends on teachers and librarians understanding that students vary in the level of abstraction that they can handle, that students are active learners building or constructing their knowledge as they use information and that students are experiencing changes in feelings as well as changes of thoughts as they use information. This issue is explored through an analysis of a Canadian process model, Albertaʹs Focus on Research model, using research related to the implementation of this and similar models in primary, middle, and secondary schools.