A model of 'critical thinking' practised by individuals seeking and using information in a college of higher education library is presented, on the basis of 22 hours of tape-recorded interviews with 34 higher education students Behind ostensibly similar library activities-using catalogues, borrowing items and requesting services and information—were very different mental states and processes The data give insights into the quality of learning being experienced by different library users Implications for librarianship are discussed
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Nigel Ford (1986) studied this question.
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