Connecting learning styles and multiple intelligences theories through learning strategies: an online tutorial for library instruction Public Deposited

http://ir.library.oregonstate.edu/concern/defaults/7p88ch40h

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  • Although the Dunns’ learning styles and Gardner’s multiple intelligences theories are two distinct areas of research, they do not oppose each other and can be used together to improve learning. The design of this tutorial is an attempt to integrate students’ learning styles and their unique blend of intelligences in the library research process. The goal is to encourage higher-order thinking so that learners can make meaningful associations among information acquired during research. The means used to integrate these two theories is sequenced learning strategies. This tool-kit provides a favorable environment so that participants can learn the styles in which they learn best and intuitively apply their own blend of intelligences.
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  • Chau, M. Y. (2006). Connecting learning styles and multiple intelligences theories through learning strategies: an online tutorial for library instruction (Vol. 16, pp. 1-14). Kent, Ohio: LIBRES
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  • description.provenance : Approved for entry into archive by Linda Kathman(linda.kathman@oregonstate.edu) on 2009-11-11T17:41:06Z (GMT) No. of bitstreams: 1 Chau.pdf: 93079 bytes, checksum: 7a2ef26b7af4c5d26582c054311af991 (MD5)
  • description.provenance : Approved for entry into archive by Hannah Rempel(hannah.rempel@oregonstate.edu) on 2009-11-11T17:15:48Z (GMT) No. of bitstreams: 1 Chau.pdf: 93079 bytes, checksum: 7a2ef26b7af4c5d26582c054311af991 (MD5)
  • description.provenance : Made available in DSpace on 2009-11-11T17:41:06Z (GMT). No. of bitstreams: 1 Chau.pdf: 93079 bytes, checksum: 7a2ef26b7af4c5d26582c054311af991 (MD5) Previous issue date: 2006-03
  • description.provenance : Submitted by Linda Kathman (linda.kathman@oregonstate.edu) on 2009-11-11T14:41:16Z No. of bitstreams: 1 Chau.pdf: 93079 bytes, checksum: 7a2ef26b7af4c5d26582c054311af991 (MD5)
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  • 1058-6768

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Last modified: 07/14/2017

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