Social and Behavioral Sciences Commons^™

Reconsidering The Relationship Between Generic And Situated Il Approaches: The Dreyfus Model Of Skill Acquisition In Formal Information Literacy Learning Environments, Part I, Robert Farrell

Library Philosophy and Practice (e-journal)

This is the first of two papers discussing the application of Berkeley phenomenologist Hubert Dreyfus’ five-stage model of skill acquisition to information literacy (IL) theory and practice. This paper will review and build on previous discussions of the relation between generic, conceptual, competency-based approaches to IL definition and instruction and what has come to be called “situated” approaches, arguing that both the generic and situated approaches to IL ought to find a place within a complex learning continuum. Dreyfus’ model depicts this continuum as one in which learners start out as novice rule-followers and then develop, over time and with …