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Connectivism and Information Literacy: An Annotated Bibliography

July 1, 2012

This annotated bibliography contains selected resources that focus on the intersection between the emerging learning theory of Connectivism, and its potential impact on information literacy instruction for librarians. It is important for librarians to understand this new theory and how it could affect and even improve information literacy instruction in an online, networked environment.

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open & Distance Learning, 12(3), 80–97.

This peer reviewed journal article in an open access journal reviews three major learning schools of thought, behavior-cognitivist, social constructivist, and connectivist (Siemans, 2005). This article situates Connectivism within the framework of established mainstream learning theories. The author discusses all three theories, their historical development, and relationship to each other. The author also discusses how Connectivism works with inquiry based pedagogy. It will also explain how this theory can be especially relevant for distance education settings. This article will form the basis for bridging from established theories to Connectivism within information literacy instruction, as described in the Dunaway (2011) article.

Bell, F. (2010). Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. The International Review of Research in Open and Distance Learning, 12(3), 98–118.

This peer-reviewed journal article discusses how the theory of Connectivism applies to massive open online courses (MOOC), as utilized by Siemans (2005). It addresses critiques of this learning theory and discusses practical applications in pedagogy. While I will not be addressing MOOCs in my research paper, I will be able to use the critique discussion in this article as I explore this learning theory.

Dunaway, M. K. (2011). Connectivism: Learning theory and pedagogical practice for networked information landscapes. Reference Services Review, 39(4): 675-685.

This peer-reviewed article from a library journal describes how Connectivism, as described in Sieman’s (2005) seminal research, can apply to information literacy instruction. The author argues that technological developments and evolving conceptions of how students approach information literacy requires consideration of the Connectivism theory. The article encourages librarians to consider Connectivism theory while designing information literacy instruction. This article will provide a major foundation to my research paper when considering Connectivism and information literacy instruction.

Guder, C. (2010). Patrons and pedagogy: A look at the theory of Connectivism. Public Services Quarterly, 6(1), 36–42. doi:10.1080/15228950903523728

As in the Dunaway (2011) article, this peer-reviewed article from a library journal explores established learning theories and encourages librarians to consider Connectivism as an emerging learning theory when designing information literacy instruction. The author considers social networking environments and how these evolving technologies affect learning and pedagogy. I will use this article to illustrate that many features of information literacy instruction may already include aspects of Connectivism; librarians should consider this theory more formally.

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open & Distance Learning, 9(3), 1–13.

This peer-reviewed journal article discusses the historical development of Connectivism (Sieman, 2005). It examines Connectivism in relation to other learning theories, and asks whether learning theories should be updated due to technological developments. It analyzes Connectivism and possible connections to pedagogical practice. This article will provide additional contextual information about this learning theory.

McBride, M. F. (2011). Reconsidering information literacy in the 21st Century: The redesign of an information literacy class. Journal of Educational Technology Systems, 40(3), 287–300.

This peer-reviewed journal article compares and contrasts Connectivism with other, more established, learning theories. The author argues that learning can now also derive from social interaction through technology networks. The article describes application of Connectivism to appreciative inquiry pedagogy and concludes with case studies. I will be able to use the compare and contrast sections as I consider Connectivism as a learning theory, and determine if the case studies could apply to information literacy instruction, as described in Dunaway (2011).

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.

This seminal research article sets the stage for all Connectivism research. It is a must-have in any research paper on this topic. Siemans developed the learning theory of Connectivism and introduced the theory in this journal article. It relates as a seminal article to every other article in the research paper.

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