NY Times: Forget What You Know About Good Study Habits
A very interesting article in the NY Times asserts that our seemingly collective acceptance of different learning styles, dedicated study areas, and extended study sessions is pretty much wrong. To support this potential game-changer, the author turns to a review of the research literature.
"In recent years, cognitive scientists have shown that a few simple techniques can reliably improve what matters most: how much a student learns from studying ... The findings can help anyone, from a fourth grader doing long division to a retiree taking on a new language. But they directly contradict much of the common wisdom about good study habits, and they have not caught on."
Does this give you pause to reflect on how you present library instruction to students or the public, or how you talk to learners about studying?