¶ … teacher is no longer the person who holds all of the answers or the individual who is solely responsible for imparting knowledge. "From the stage sage to the side guide"; these were the words of Alison King (1993). She suggested that the process of learning is active, and it should be about more than just sitting, listening, writing down notes and looking for the right answers. Students are passive and reactive instead of involved and proactive when they are in their auditoriums or classrooms. How can students become involved and proactive? There are different kinds of theories which explain the roles of both the student and the teacher, as well as what steps a teacher should follow to change into a facilitator. The theories include those of behavior, constructivism and learning. The academic faculty requires that students become active and take responsibility of the way they are taught (A.G. Nystrom, 2014).

The main objective of academics is that people learn through their whole lives. We see this in the teaching and learning approaches within institutions. The approaches are aimed at construction of knowledge instead of just transmitting the already existing knowledge. For this to succeed, education meant for information literacy should summarize problem-solving and critical-thinking abilities, and the ability to reflect. Educators should change their approach and use " side guide" instead of " stage sage," as per the constructivist method, which mainly aims at developing the ability of students to come up with questions that can be researched on and help them explore independently the subject under study. Learners are also required to take charge of the way they...

Youth-led involving research is aimed at bringing about positive growth as well as civic involvement among the urban youth that are economically disadvantaged. An investigation that used the clustered-randomized experimental approach in schools was conducted to find out the impact of youth-led involving study on the mental growth. The sample used included 401 students who were in urban governmental schools. The results showed that being involved in the research during school days led to an improvement in the students' sociopolitical abilities, their motivation to be influential to their communities and school as well as participatory behavior. There was no great impact found on perceived power at school (Ozer Emily J. & Douglas Laura, 2012).
Culturally responsive academics can be seen in the way students and teachers communicate; teachers need them to avoid judging their student according to their cultural background. This means that teachers need to understand their students' family and community structure, and they need to understand how they impact the way they should interact. Discursive relations between students and teachers have a great impact on the learning process, and the way they behave when they are outside. Discursive relations help teachers understand what their students care about as well…