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Learning Geography with the G-Portal Digital Library
Abstract
With the rapid growth of digital information, there is increasing recognition that digital libraries (DL) will play important roles in education, research, and work. DLs have correspondingly evolved from being static repositories of information, in which access is limited to searching and browsing, to those that offer a greater array of services for accessing, interacting and manipulating content (Agosti, Ferro, Frommholz, & Thiel, 2004; Goh, Fu, & Foo, 2002). Within the classroom environment, DLs have the potential to be useful tools for active learning in which activities are characterized by active engagement, problem-solving, inquiry, and collaboration with others, so that each student constructs meaning and hence knowledge of the information gained (Richardson, 1997). Consider, for example, a group of high school students working on a class project. Typical activities would require these students to acquire content from the teacher, gathering reference materials from the library or other sources, such as the Web, compiling and making sense of all the available information, synthesizing content, writing the project report and submitting the completed project for grading. Here, DL services could be designed to support these activities. An integrated work environment could allow students to collaboratively retrieve and store personal and group information objects relevant to the task at hand. Such a DL would therefore depart from the traditional role of facilitating access to digital content, and instead become an integral part of the learning process.
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