Abstract
A particular challenge for university educators is to make accessible and meaningful to students the concepts, generalisations, rules, theories and paradigms of a discipline. For educators of information professionals, information science is the discipline which is central to most courses. Concept mapping is one teaching/learning strategy which offers considerable potential for supporting students in developing their understanding of theoretical constructs and their relationships. The paper reports on the application of concept mapping in information science and identifies the benefits for both teachers and students.
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