Abstract

This article proposes that we use constructivist learning theory—primarily composition theory—to develop a pedagogy for the reference desk. This approach implies that reference is a form of teaching, and that to maximize their educational effectiveness, academic librarians need to approach reference transactions as academic conferences where teaching and learning take place.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 455-464
Launched on MUSE
2002-07-01
Open Access
No
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