Meaningful Learning, Bloom’s Taxonomy, Active Learning Methodologies, and the Flipped Classroom Theoretical Contributions to Library and Information Science Education

Abstract

Transformations in higher education and the contemporary demands of professional education have intensified discussions about pedagogical approaches capable of fostering more participatory, reflective, and meaningful learning processes. In the field of Library and Information Science, these discussions are particularly relevant due to the need to prepare professionals capable of working in increasingly complex and dynamic information environments. This study aimed to comparatively analyze Meaningful Learning, Bloom’s Taxonomy, Active Learning Methodologies, and the Flipped Classroom, identifying their main characteristics, convergences, distinctions, and possibilities for articulation in higher education in Library and Information Science. This qualitative study adopted a descriptive-comparative and theoretical-conceptual approach and was developed through an integrative literature review. The results indicate that, although these perspectives have distinct natures and functions within the educational process, they present convergences related to student participation, learner autonomy, the promotion of higher-order cognitive processes, and the articulation between theory and practice. The comparative analysis also revealed possibilities for articulation among these perspectives, highlighting their potential to support reflections on pedagogical practices aimed at Library and Information Science education. It is concluded that the comparative examination of these approaches provides theoretical contributions to discussions on methodological alternatives aligned with contemporary challenges in Library and Information Science education.