Learning in the 21st century is not about acquiring more information, knowledge, or even insights. The goal is to maximize the throughput of invalidated assumptions. But you have to get there one step at a time.
When you first start learning, early in life, there is a bottleneck in the amount of information you have access to. You soak up everything like a sponge, because you are open and there is relatively little to absorb.
But very quickly, in elementary school, your access to information stops being the limiting factor. You take home a few giant textbooks, and suddenly the bottleneck moves to ways of structuring and contextualizing the information.
In high school, you learn a variety of methods to structure information — outlines, diagrams, underlining and highlighting, reports, essays, notebooks and binders. The bottleneck moves to your ability to synthesize this information, to turn it into new ideas.
In college, if you make it that far, the bottleneck moves to insight generation. You start questioning the world as given, and find that the juiciest intellectual rewards are ideas that shift how you view it. You start hunting for the revolutionary, the controversial, steering your learning toward the red pills of paradoxes and contradictions.