TY - UNPB

T1 - From cognition to practice

T2 - Theoretical perspectives on the relationship between disciplinary learning and information seeking

AU - Engerer, Volkmar Paul

AU - Gudiksen, Jens Kristian Dahlgaard

PY - 2016

Y1 - 2016

N2 - The paper contrasts two paradigms of learning, information seeking and use: the prevalent (mainstream) cognitivist paradigm on the one hand, and lesser-known action-oriented approaches on the other. Cognitivist applications on disciplinary learning and information seeking imply a two-stage model of learning, where the student in the first step finds the needed information and in the second step learns from it. At a practical level, this sequential conception has some substantial consequences for information seeking/searching and behavior, some of which are outlined in the paper. The main part of this contribution is a deconstruction of the cognitive assumptions about learning and seeking/searching in the light of action-oriented approaches. We develop two types of action-oriented approach. The first approach, which comes from Critical Psychology, understands learning as a primarily social phenomenon. In contrast to the cognitivist conception, learning is here substantialized through social interactions and conceptualized epistemologically as dialectic. The second approach stems from Agential Realism and brings forward a somewhat radical critique of the cognitivist approach and of the Critical Psychology approach as well. Both have a significant impact on conceptions of information seeking/searching and information literacy.

AB - The paper contrasts two paradigms of learning, information seeking and use: the prevalent (mainstream) cognitivist paradigm on the one hand, and lesser-known action-oriented approaches on the other. Cognitivist applications on disciplinary learning and information seeking imply a two-stage model of learning, where the student in the first step finds the needed information and in the second step learns from it. At a practical level, this sequential conception has some substantial consequences for information seeking/searching and behavior, some of which are outlined in the paper. The main part of this contribution is a deconstruction of the cognitive assumptions about learning and seeking/searching in the light of action-oriented approaches. We develop two types of action-oriented approach. The first approach, which comes from Critical Psychology, understands learning as a primarily social phenomenon. In contrast to the cognitivist conception, learning is here substantialized through social interactions and conceptualized epistemologically as dialectic. The second approach stems from Agential Realism and brings forward a somewhat radical critique of the cognitivist approach and of the Critical Psychology approach as well. Both have a significant impact on conceptions of information seeking/searching and information literacy.

KW - Faculty of Humanities

KW - Cognitive learning

KW - information seeking

KW - Action theory of learning

KW - Critical Psychology

KW - Agential realism

UR - https://www.academia.edu/11969257/From_cognition_to_practice_theoretical_perspectives_on_the_relationship_between_disciplinary_learning_and_information_seeking

M3 - Working paper

SP - 1

EP - 31

BT - From cognition to practice

ER -