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The cognitive apprenticeship model, which links apprenticeship-learning techniques and classroom practices, offers a flexible framework for planning and implementing library sessions. Originally developed by educators Collins, Brown, and Newman, cognitive apprenticeship illuminates the thought process of teachers and other experts while they deliver instruction in problem solving, close reading, critical thinking, or other higher order reasoning. This paper discusses how librarians can employ the cognitive apprenticeship model to collapse the thought process associated with library research into components that are comprehensible to all levels of students.



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