The paper discusses how learners’ epistemological beliefs may have impacts on their learning progress and their attitudes to learning-related activities (Hofer, 2004). Epistemological beliefs about the nature of knowledge and knowing are known to facilitate or constrain learners’ understanding, reasoning, thinking, learning, and achievement (Conley et al., 2004).
In particular, this paper focuses on the impacts of learners’ epistemological beliefs on instructional practice that means teaching-related activities. The assumption is that learners’ beliefs about knowing may influence their attitudes towards every aspect of their learning and teaching-related activities. The learners’ epistemological beliefs may also be affected and adjusted by the instructional practice they experienced.
This paper proposes that understanding learners’ epistemological beliefs is beneficial for an institute that includes teachers and libraries both. The library, who is not only a collector of resources but also becoming a learning-related service provider is better aware of these beliefs. Whatever programs and activities a library offers will be utilized the best when a library knows the learners the most.
Specifically, this paper demonstrates different research studies including the author’s. Rooted in the field of social science, their purposes focused on how explicitly a learner’s epistemological beliefs shape their perception related to learning and how they accept certain activities as learning experiences. And the studies found that (1)those with a broader epistemological belief tend to grasp a more comprehensive perception of learning and (2) those with a broader epistemological belief tend to find a typical daily event more meaningful.
Finally, the paper discusses how the findings in those studies can be applicable and helpful to the libraries in the field of religious and theological education that is facing so many changes and challenges.
Learning Outcome
As a librarian's job is to collect knowledge, to connect resources, and to help teachers and learners, this topic, while not the most practical, should be able to offer insights that will help librarians' contextual understanding deeper and richer.
Audience Engagement
Frequent interaction through questions and answers will be made during the talk.
