In her article, Dr Carol Kuhlthau (2004) explains that in order to understand the user’s perspective on information seeking, it is helpful to delve into the theory of other fields, noting in particular the psychology of learning.
Dewey: A Philosophical and Historical Perspective
Dewey described learning as an active individual process, not something done to someone but rather something that a person does.
Dewey explained learning as a continuous process of reflection in which the person is actively constructing his or her view of the world. Dewey‘s approach considered the whole child, stating that learning takes place within the context of a whole experience in which the learner is completely engaged. In his perspective, a whole experience goes beyond the one-dimensional, passive incident to encompass actively all aspects. Notably was Dewey’s description of reflective thinking which inseparably interweaves three aspects: thoughts, actions, and feelings.
In the five phases of reflective experience (see Table 2.1), Dewey describes the dynamic role that the individual plays in the process of using information for learning. Stating that extensive thinking and reflection are an integral part of the information-seeking process.
Dewey explains that facts, data, and information arouse ideas that enable the learner to make inferences. In these “leaps from the known” the learner is “going beyond the information given”.
Kelly: A Psychological Perspective
George Kelly’s work in the 50s and 60s verified and defined constructivist theory from a psychological perspective. As a clinical psychologist, he built his theory from extensive investigation of real people acting in a real world. His legacy leaving behind two well known theories; Personal Construct Theory and the classic A Theory of Personality: The Psychology of Personal Constructs. Personal Construct Theory proposes that constructs are built out of a person’s experience to anticipate future events. Constructs are the patterns that one formulates to make sense of the world.
Kelly’s claims that these patterns provide guidelines or frames of reference, which determine the choices one makes. Kuhlthau (2004) notes that one of the major contributions of Kelly’ s work was his emphasis on the influence of feelings in the process of construction. He described the process of construction as naturally evolving through a series of phases and identified the predominant feelings commonly experienced in each phase, as noted in his chart The Five Phases of Construction. 
Bruner: An Integrated Perspective
Kuhlthau (2004) explains that the three themes in Bruner’ s work center on consideration of the nature of the:
(1) knowledge, (2) knower, and (3) knowledge-getting process.
Bruner’s studies of perception further verify and refine the constructive view of the nature of human thinking and learning. Bruner was influenced by Bartlett’s work as well as Piaget’s research on the concept of schema, defining it as an integrated, organized representation of past behavior and experience, which guides individuals in reconstructing previous encounters of material. Suggesting that this enables people to go beyond evidence, to fill in gaps, to extrapolate.
The Interpretive Task
Bruner’ s research and writing corroborate and elaborate on the basic concepts in the constructive sequences of both Dewey and Kelly. Bruner also describes construction as involving hypothesis generation, which he views as a process of interpreting and creating.
Kuhlthau (2004) concludes from the research of Dewey, Kelly and Bruner that constructivists view learning as an active, engaging process in which all aspects of experience are called into play. Suggesting that we each construct our own personal worlds, which may or may not agree with those of others around us. Noting that the process of construction is dynamic and driven by feelings interacting with thoughts and actions. People commonly experience the process of construction in a series of phases or stages with distinct changes in feelings, thoughts, and actions. Kuhlthau (2004) states that together the theories of Dewey, Kelly, and Bruner provide a vivid explanation of construction. Leaving us to understand that the process of construction incorporates a cycle of acting and reflecting, feeling and formulating, predicting and choosing, and interpreting and creating.
Refernces
Kuhlthau, C. (2004). Seeking meaning: A process approach to library and information services. Westport CT: Libraries Unlimited. Retrieved from https://doms.csu.edu.au/csu/file/ad403393-06cb-40a6-95b0-67a0d8eaecca/1/kuhlthau4.pdf
