OSSOM WILLIAMSON, P. Situated Cognition Principles Increase Students’ Likelihood of Knowledge Transfer in an Online Information Literacy Course. Evidence Based Library and Information Practice, [S. l.], v. 11, n. 4, 2016. DOI: 10.18438/B8B32N. Disponível em: https://journals.library.ualberta.ca/eblip/index.php/EBLIP/article/view/27978. Acesso em: 19 oct. 2021.