Lev Vygotsky was a Russian psychologist who developed theories about cognitive development and the role of social learning. His theory of the Zone of Proximal Development proposed that learning occurs through collaboration with more knowledgeable others. This document discusses Vygotsky's theories and applies them to how children learn through social interaction, observation, and instruction from teachers and peers. It also outlines Vygotsky's model of the information search process and how teachers and librarians can scaffold this process by providing guidance, feedback and collaboration within students' zones of proximal development.

1. Lev Vygotsky
 Learning Theory
 Information Search Process
 Zone of Proximal Development
 Connections
By Susan Thorpe Okey March 6, 2004 L551 IUPUI

2. Lev Vygotsky
Born in 1896 in Western Russia
 Died in Moscow in 1934
 Author of Thought and Language
A theory of how children learn…

3. Vygotsky – Learning Theory
Knowledge exists within culture
Language is the most important tool used to transmit
knowledge
Language shapes thought
Language is used to recognize, examine, and solve
problems
Members of a culture collaborate to share knowledge
Language is necessary for learning
Learning precedes cognitive development
Cognitive development is the capacity to learn and solve
problems

4. Learning Theory Applied to Children
Children learn through social interaction
with others more knowledgeable in three
ways:
Observing and imitating
Receiving instruction and following directions
Working collaboratively within a group

5. Vygotsky
Zone of Proximal Development
The difference between what a child can do independently and what
the child needs help from a more knowledgeable person to do is the
Zone of
Proximal
Development

6. Four-Stage Model of ZPD
The Four-Stage model was developed by R.G. Tharp and R. Gilmore (1988)
This picture is from North Central Regional Educational Laboratory website
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm.

7. Four-Stage Model of ZPD
The Four-Stage model was developed by R.G. Tharp and R. Gilmore (1988)
This picture is from North Central Regional Educational Laboratory website
http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm.
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A
F
F
O
L
D
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8. Identifying the problem and the need for information to solve the
problem
Locating the information in the appropriate source
Analyzing or interpreting the information for usefulness and
accuracy
Synthesizing and organizing the information
Putting the information to use
Evaluating the entire process in terms of the quality and
relevance of the information for a specific need and in terms of
their own skills in the process
Information Search Process
This formulation of the ISP is from: Essential Learnings and School Libraries webpage
http://www.learningspace.org/instruct/literacy/ESLSLIBS.HTM#role

9. Learner
Needs help to
select a
research topic
Connection:
Identifying the problem and the need for
information to solve the problem
Learner
Chooses a topic
for which
information will
be needed
TEACHER
Conducts classroom lecture
and discussion; gives
students
textbook reading assignment
MEDIA SPECIALIST
Provides worksheet tools and
general information to
increase their general
knowledge and prick their
curiosity.
Increased
Cognitive
Development
Zone of Proximal Development
Assistance provided by more capable other

10. Learner
Needs help to
find relevant
sources of
information
Connection:
Locating the information in the appropriate
source
Learner
Locates relevant
sources of
information
TEACHER
&
MEDIASPECIALIST
Conduct class discussion;
dialog with students to
narrow and focus topic;
instruct learners about
available resources
coach learners as they
seek information
Increased
Cognitive
Development
Zone of Proximal Development
Assistance provided by more capable other

11. Learner
Needs help
evaluating
information
Connection:
Analyzing or interpreting the information for usefulness
and accuracy
Learner
Evaluates
information for
usefulness,
accuracy, bias,
and timeliness
TEACHER
&
MEDIA SPECIALIST
Coach students in
techniques for evaluating
information; Discuss with
individual students the
usefulness, accuracy, bias
and timeliness of their
information
Increased
Cognitive
Development
Zone of Proximal
Development
Assistance provided by more capable other

12. Learner
Needs help on
note taking,
recording
sources, and
choosing a
presentation
format
Connection:
Learner
Records
pertinent
information
without copying
or plagiarizing,
creates a
bibliography,
and chooses a
presentation
format
TEACHER
&
MEDIA SPECIALIST
Instruct learners in ethical
use of information; talk
with learners about their
research and the product
they will create from it.
Increased
Cognitive
Developmen
t
Synthesizing and organizing the information
Zone of Proximal Development
Assistance provided by more capable other

13. Learner
Needs help
incorporating
information
gathered from
research into an
original product
Connection:
Learner
Creates an
original
presentation
that reflects in
his own words
what he has
learned; shares
presentation
with others.
TEACHER
&
MEDIA SPECIALIST
Discusses research results
with learners; encourages
critical thinking;
encourages peer
collaboration
Putting the information to use
Increased
Cognitive
Development
Zone of Proximal Development
Assistance provided by more capable other

14. Learner
The research is
finished, the
paper is written,
am I done?
Connection:
Learner
Reflects on the
research
process and
product;
evaluates own
successes and
shortcomings;
evaluates
peers;
evaluates
TEACHER &
MEDIA SPECIALIST
Instruct learners in the
evaluation process;
evaluates students’
performance in mastering
the process and producing
a product; evaluates own
teaching performance
Increased
Cognitive
Development
Evaluating the entire process in terms of the quality and
relevance of the information for a specific need and in terms
of their own skills in the process.
Zone of Proximal Development
Assistance provided by more capable other

15. Conclusion
 The knowledge of how to solve information problems
using the inquiry process exists within the school
culture.
 Media specialists and teachers collaborate to shape
the student’s thinking and transmit this knowledge
through spoken, written and visual language
 Media specialists and teachers model the steps of the
inquiry process.
 Media specialists and teachers coach students as
they imitate, learn, become self-sufficient, and
internalize this knowledge.
 Students develop greater capacity to think critically
and solve problems.