Wang,+L+2006

Sociocultural Learning Theories and Information Literacy Teaching Activities in Higher Education
Reference & User Services Quarterly, vol. 47, no. 2, pp. 149–158 © 2007 American Library Association This article introduces collaborative learning models based on sociocultural learning theories a nd discusses their potential for developing more effective learning opportunities in information literacy teaching. As described in the research of Vygotsky and other theoreticians, sociocultural learning theories are learner-centered and provide insight into collaborative approaches to student learning. These theories take into account the social and cultural aspects of acquiring knowledge. Collaborative learning, as outlined in the literature review, is an effective means of increasing student achievement and cognitive development. Research also shows that in a community-of-learners, a learner’s potential performance level is increased. In the last section of this article, several collaborative learning models are introduced: the jigsaw model, the reciprocal model, and collaborative peer groups, including problem-and resource-based learning. These models are then applied to information literacy teaching to demonstrate how collaborative learning approaches enhance the teaching. At the end, a comparison of the traditional library classroom and the community-of learners environment is introduced; the article concludes that the information literacy community-of-learners is an effective learning environment to improve student learning.
 * Abstract**

Collaborative learning models - drawn from Vygotsky
 * Effective means of increasing student achievement
 * Community of learners leads to an increased performance

Models include jigsaw & reciprocal

Collaborative peer groups - Problem-based Learning and Resource-based Learning

Cognitive constructivism focus on individual and ignores social and cultural context