.... Furthermore, in listing the authorized knowledge that, as Freire puts it, students must consume, memorize or bank in order to be successful, it privileges the librarian’s carefully built up “expert” researcher model over the student’s tentative meaning making process, even though it’s through reflection and self-experience that we become what we are.
.... A better solution, however, would be to look to the inspirational work of Buffy Hamilton, who helps students create their own LibGuides. This focus on developing personal learning environments engages students in today’s rich information landscapes, as well as situating them as active participants in broader conversations about research and inquiry. Of course, LibGuides are not the only tool that can help accomplish this, with the social bookmarking tool Diigo, a wiki or even class blogs forming alternative options. As Rosen and Smale point out, the use of open digital platforms such as these explicitly work against the banking model of education.
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