Kuhlthau and the Construction of Knowledge

Name: Parnes, Lauren

Topic: ID – constructivism

Citation: Beheshti, J., Cole, C., Abuhimed, D., & Lamoureux, I. (2014). Tracking middle school students’ information behavior via Kuhlthau’s ISP Model:Temporality. Journal of the Association for Information Science and Technology,66(5), 943-960

Retrieved from:

https://sjsuprimo.hosted.exlibrisgroup.com/permalink/f/egdih2/TN_wj10.1002/asi.23230

Summary: The researchers sought to examine the changes in information behaviors over the course of a complete project and how those behaviors impacted the construction of knowledge. The findings determined five information factors that takes place over the time frame of a complete process: Goals (thoughts),Knowledge and information management (thoughts & actions),Consultation (actions),Positive emotions (feelings),Negative emotions (feelings) (p.957). The study also determined the importance of informal consultation with others. In both construction of knowledge and completion of the projects, participants used other people to test ideas and questions.

Evaluation: This article will be useful for research on applications of Kulthau’s ISP model, in a field study in an authentic education setting. This is an exploration of students’ processes to find and digest information, and to communicate it out to others in an academic setting. It could be especially useful to researchers seeking insight to emotional responses to difficult cognitive tasks in early adolescents. It is also useful to explore the concept of social construction of knowledge.

Intellectual Freedom Means Representing All Viewpoints

Name: Parnes, Lauren

Topic: ET-Advocacy

Citation: One of My Most Conservative Students Shares What It’s Like to Be in My Class. Retrieved from:https://educationpost.org/one-of-my-most-conservative-students-shares-what-its-like-to-be-in-my-class/

Summary: This article, written by a veteran English teacher, contains an interview between the teacher and one of his students. The teacher is asking about the experience of being a student with conservative political viewpoints in classrooms where the majority of teachers hold and teach liberal political viewpoints. The student recounts some of his own political journey and he offers suggestions for teachers guiding conversations in classrooms.

Evaluation: This blog post presents a viewpoint that many teachers, including teacher librarians, may not have an opportunity to hear or choose not to hear. School librarians have to use different measures than classroom teachers to connect with students and to make sure that student voices and viewpoints are represented in their library. This is not a formal research piece, but it is a straightforward starting point for more exploration into this vital conversation.