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The use of self-story as a pedagogical tool in a meta-cognitive exercise to support children in understanding their material choices in the school library
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The use of self-story as a pedagogical tool in a meta-cognitive exercise to support children in understanding their material choices in the school library (2013)The use of self-story as a pedagogical to…Childhood and Society (2026)Childhood and SocietyUnderstanding Vygotsky for the Classroom: Is It Too Late? (2011)Understanding Vygotsky for th…THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)THE PSYCHOLOGY OF PERSONAL CO…Scaffolding in Teacher–Student Interaction: A Decade of Research (2010)Scaffolding in Teacher–Studen…The Leisure Reading Habits of Urban Adolescents (2007)The Leisure Reading Habits of…THE ROLE OF TUTORING IN PROBLEM SOLVING (2006)THE ROLE OF TUTORING IN PROBL…The Socialization of Information Behavior: A Case Study of Cognitive Categories for Library Information (2004)The Socialization of Informat…Methodology for a project examining cognitive categories for library information in young children (2002)Methodology for a project exa…Sense-Making Methodology: Communicating Communicatively with Campaign Audiences (2001)Sense-Making Methodology: Com…Seeking Meaning: A Process Approach to Library and Information Services (1994)Seeking Meaning: A Process Ap…Cognitive load theory, learning difficulty, and instructional design (1994)Cognitive load theory, learni…Children as Information Seekers: The Cognitive Demands of Books and Library Systems. (1991)Children as Information Seeke…Meeting the Information Needs of Children and Young Adults: Basing Library Media Programs on Developmental States. (1988)Meeting the Information Needs…Information needs and uses (1986)Information needs and usesMind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…AS CONTRIBUIÇÕES DA BIBLIOTECA ESCOLAR NO PROCESSO DE ENSINO-APRENDIZAGEM (2020)AS CONTRIBUIÇÕES DA BIBLIOTEC…National Council of Teachers of Mathematics (1979)Culture, Communication, and Cognition: Vygotskian Perspectives. (1987)Revisionist Revolution in Vygotskian Science: Toward Cultural-Historical Gestalt Psychology (2012)How Instruction Influences Conceptual Development: Vygotsky's Theory Revisited (2016)National Association for the Education of Young Children (2016)Child and Adolescent Development (2017)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The process of problem‐based learning: what works and why (2011)The Discovery of Grounded Theory (2017)Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. (2018)Simulation-Based Learning in Higher Education: A Meta-Analysis (2020)Summer Learning and the Effects of Schooling. (1981)The Power of Reading: Insights from the Research (1994)Children's Attitudes toward Reading: A National Survey (1995)Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits (2014)A socioeconomic related 'digital divide' exists in how, not if, young people use computers (2017)Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students (2019)Everyday life information seeking: Approaching information seeking in the context of “way of life” (1995)Information behaviour: An interdisciplinary perspective (1997)An Integrated Approach to Communication Theory and Research (2014)Attachment and Loss (1969)Illusion and well-being: A social psychological perspective on mental health. (1988)Emerging adulthood: A theory of development from the late teens through the twenties. (2000)The Intuitive Psychologist And His Shortcomings: Distortions in the Attribution Process (1977)Well-being : the foundations of hedonic psychology (1999)A Design Science Research Methodology for Information Systems Research (2007)Human Information Behavior (2000)Critical Information Literacy: Implications for Instructional Practice (2006)Information Behavior and Information Practice: Reviewing the “Umbrella Concepts” of Information‐Seeking Studies (2007)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Learner Support Services for Online Students: Scaffolding for success (2003)Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers (2006)Parenting for a Digital Future (2020)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 2026Childhood and Society13,073 cited
  • 2010THE PSYCHOLOGY OF PERSONAL CONSTRUCTS8,573 cited
  • 1994Cognitive load theory, learning difficulty, and instructional design3,815 cited
  • 2010Scaffolding in Teacher–Student Interaction: A Decade of Research1,863 cited
  • 1994Seeking Meaning: A Process Approach to Library and Information Services1,536 cited
  • 1986Information needs and uses1,149 cited
  • 2006THE ROLE OF TUTORING IN PROBLEM SOLVING1,017 cited
  • 2007The Leisure Reading Habits of Urban Adolescents211 cited
  • 2011Understanding Vygotsky for the Classroom: Is It Too Late?116 cited
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  • 1988Meeting the Information Needs of Children and Young Adults: Basing Library Media Programs on Developmental States.58 cited
  • 2002Methodology for a project examining cognitive categories for library information in young children37 cited
  • 2004The Socialization of Information Behavior: A Case Study of Cognitive Categories for Library Information

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  • 2020AS CONTRIBUIÇÕES DA BIBLIOTECA ESCOLAR NO PROCESSO DE ENSINO-APRENDIZAGEM1 cited