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Each theory is presented in turn, after which key parallels among them are identified. The discussion concludes by outlining practical implications for designing and teaching information literacy instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-interest-self-direction-and-the-teaching-of-information-literacy-article-9-perspective/599052/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-interest-self-direction-and-the-teaching-of-information-literacy-article-9-perspective/599052.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which three theories are summarized in the paper on teaching information literacy?","Question",{"text":112,"@type":113},"The paper summarizes Perry’s scheme of intellectual and moral development, Renninger’s phases of interest development, and Grow’s stages of self-directed learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe Perry’s model of student development?",{"text":117,"@type":113},"It explains that students typically transition through nine developmental positions, and then presents a simpler four-position model: Duality, Multiplicity, Relativism, and Commitment.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the paper’s final focus regarding information literacy instruction?",{"text":121,"@type":113},"After describing each theory and drawing parallels among them, the paper discusses implications for how information literacy should be taught.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599052,1792231583,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communications in Information Literacy  \n\n| Volume 12 | Issue 2 | Article 9 |\n| --- | --- |\n| 2018\u003Cbr>Development, Interest, Self-direction and the Teaching of Information Literacy\u003Cbr>Steve Black\u003Cbr>Colgate University, [seblack@colgate.edu](seblack@colgate.edu)\u003Cbr>Let us knowhow access to this document benefits you. Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit) |  |\n\nRecommended Citation  \nBlack, S. (2018). Development, Interest, Self-direction and the Teaching of Information Literacy. Communications in Information Literacy, 12 (2), 203-214. [https://doi.org/10.15760/comminfolit.2018.12.2.9](https://doi.org/10.15760/comminfolit.2018.12.2.9)  \nThis Perspective is brought to you for free and open access. It has been accepted for inclusion in Communications in Information Literacy by an authorized administrator of PDXScholar. For more information, [please contact](please contact pdxscholar@pdx.edu)[ pdxscholar@pdx.edu](please contact pdxscholar@pdx.edu).  \nBlack: Development, Interest, and Self-direction  \nCOMMUNICATIONS IN INFORMATION LITERACY | VOL. 12, NO. 2, 2018  203   \nDevelopment, Interest, Self-direction and the Teaching of  \nInformation Literacy  \nSteve Black, Colgate University  \nAbstract  \nThree theories from the disciplines college student development and educational psychology of particular relevance to teaching of information literacy are summarized: Perry’s (1999) scheme of intellectual and moral development, Renninger’s (2009) phases of interest development, and Grow’s (1991) stages of self-directed learning. Each theory is described, then parallels among them are drawn, and finally the implications of these theories for the teaching of information literacy are discussed.  \nKeywords: cognitive development; individual interest; self-direction  \nPerspectives edited by Stewart Brower  \nBlack, S. (2018). Development, interest, self-direction and the teaching of information literacy. Communications in Information Literacy, 12(2), 203-214.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors'copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BYNC-SA 4 .0) .  \nBlack  \n[ PERSPECTIVES ] Development, Interest, and Self-direction  \nPublished by PDXScholar, 2018  \nCommunications in Information Literacy, Vol. 12, Iss. 2 [2018], Art. 9  \n 204  COMMUNICATIONS IN INFORMATION LITERACY | VOL. 12, NO. 2, 2018  \nDevelopment, Interest, Self-direction and the Teaching of  \nInformation Literacy  \nIntroduction  \nOngoing conversations among academic librarians about how to best approach the teaching of information literacy can be enhanced by knowledge of key findings in the fields of college student development and educational psychology. This paper describes three theories of particular import to the teaching of information literacy: Perry’s (1999) scheme of intellectual and moral development, Renninger’s (2009) phases of interest development, and Grow’s (1991) stages of self-directed learning. Each theory will be described, then parallels among them will be drawn, and finally the implications of these theories for the teaching of information literacy will be discussed.  \nCollege Student Development  \nWilliam Perry conducted the interviews upon which his scheme of college students’ethical and intellectual development were based at Harvard and Radcliffe in the 1950s and 1960s. His team’s findings were first published in 1970 (Perry, Harvard University & Bureau of Study Counsel","cbCaioolrNAXdT0p","https://ap.wps.com/l/cbCaioolrNAXdT0p","pdf",210350,13,"English","# Abstract\n# Introduction\n# College Student Development\n## Perry’s intellectual and moral development positions\n# Interest Development\n# Self-directed Learning\n# Implications for Teaching Information Literacy","[{\"question\":\"Which three theories are summarized in the paper on teaching information literacy?\",\"answer\":\"The paper summarizes Perry’s scheme of intellectual and moral development, Renninger’s phases of interest development, and Grow’s stages of self-directed learning.\"},{\"question\":\"How does the paper describe Perry’s model of student development?\",\"answer\":\"It explains that students typically transition through nine developmental positions, and then presents a simpler four-position model: Duality, Multiplicity, Relativism, and Commitment.\"},{\"question\":\"What is the paper’s final focus regarding information literacy instruction?\",\"answer\":\"After describing each theory and drawing parallels among them, the paper discusses implications for how information literacy should be taught.\"}]","Development, Interest, Self-direction and the Teaching of Information Literacy - Article 9 - Perspective | PDF",1792088078,33]