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Stimulated Recall and Mental Models
Tools for Teaching and Learning Computer Information Literacy
Series: Research Methods in Library and Information Studies #2
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SUBJECTS
Library & Information Science » Children's & Young Adult Services
Library & Information Science » Information Science & Technology
Children's & Young Adult Services » Collection Development
Children's & Young Adult Services » Children's & Young Adult Services (General)
Children's & Young Adult Services » Teacher Resources
Library & Information Science » Research
REVIEWS
"This publication is a must read for all teachers, irrespective of the level of teaching and the subject field. It provides a detailed account of how the mental models that a teacher uses to prepare and present a lesson impact on the ability of the student to grasp important concepts."
—Vol. 31, No. 5, 2007, ONLINE INFORMATION REVIEW
DESCRIPTION
This book details a funded study of the mental models of six United States and four Australian teacher-librarians. It analyzes and compares their espoused (before), in-action (during), and reflective (after) models while they were teaching two students—in one-on-one sessions—how to use a computer information database resource. The authors discover the what, how, and why of teacher-librarians' thinking, beliefs, and images (i.e. their mental models) as delineated through their verbalizations and actions before, during, and after each of two lessons.
The authors also demonstrate the ways and extent to which stimulated recall methods can inform our understanding of teaching with electronic computer databases, and thereby prove a useful tool, not just for researchers, but also for teachers who want to discover more about their teaching and what their students were thinking.
ABOUT THE AUTHORS
Lyn Henderson is a senior lecturer in the School of Education at James Cook University in Townsville, Queensland, Australia.
Julie Tallman is a professor in the Department of Educational Psychology at the University of Georgia.
