K. Design collaborative or individual learning experiences based on learning principles and theories
INTRODUCTION
The act of “learning is translating information and experience into meaningful knowledge, a process over which individuals exert a great deal of metacognitive control” (Booth, 2011, p. 35). Adjacently, “learning style is the particular way in which a student most effectively and efficiently concentrates, processes, absorbs, and recalls new information” (Bladek & Okamoto, 2014, p. 24). A large portion of a school librarian’s responsibilities is providing both group and individual instruction on information, digital, and media literacy skills, as well as how to “acquire, evaluate and use information and the technology needed in this process” (ALA, 2006, para. 1). In order for a library teacher to be successful, it is essential to have a clear understanding of various learning theories and strategies to engage students and help them become effective users of ideas and information. It is also crucial for school librarians to understand that “not all students learn in the same way and not all teaching techniques appeal equally to all students” (Bladek & Okamato, 2014, p. 24). The three major learning theories that will be discussed in this document are: behaviorism, cognitivism, and constructivism.
BEHAVIORISM
The behaviorism learning theory is the traditional learning theory that is based on an individual (person or animal) developing a conditioned response when they encounter outside stimuli. This theory came into popularity in the 1920’s, when Russian physiologist Ivan Pavlov “developed his theory of classical conditioning” (Booth, 2011, p. 38). Realizing that dogs naturally salivate when they are fed, Pavlov ran experiments to determine if a dog could be conditioned to salivate from outside stimuli. Pavlov discovered that by ringing a bell every time they are fed, a dog becomes conditioned to associate the bell with being fed, and eventually will begin to salivate at the sound of a bell, even if food were not present. In the 1950’s B.F. Skinner further contributed to the behaviorist theory when he experimented with reactions based on “consequence and choice rather than unconscious reaction” (Booth, 2011, p. 38), and thus developed the theory of operant conditioning. This theory is based on the idea of behavior being influenced by either positive or negative reinforcement. The subject is conditioned to react differently depending on the stimulus received “pleasant consequences (rat presses bar, rat receives treat)...unpleasant consequences can discourage an undesirable behavior or incorrect response (rat presses bar, rat receives shock)” (Booth, 2011, p. 38). Translating this into education for people “learning is demonstrated when a correct response (answer) is given to a particular stimulus (question): when 2 +2 is the stimulus, 4 is the desired response” (Booth, 2011, p. 38). This learning theory takes on the view that “if a new behavioral pattern is repeated, it eventually becomes automatic” (Nagowah & Nagowah, 2009, p. 280) and thus works well when you need students to memorize information such as spelling or multiplication tables. Behaviorism does not allow for creativity from either the student or the instructor, its only measure of success being how well students perform on assessments “learning and knowledge can be measured by observing the amount of correct answers” (Nagowah & Nagowah, 2009, p. 280). With behaviorism “no attempt is made to determine the structure of a student’s knowledge, nor to assess which mental processes it is necessary for them to use” (Ertner & Newby, 2013, p. 48), in order to successfully learn the concept being taught.
According to Booth (2011), when using the behaviorist learning theory with students in the library, the library teacher should “create conditions under which learning is predictable, interactive, structured, and reinforced” (p. 50). This can be accomplished by giving clear, concise directions in small increments, outlining expectations, ensuring students are active participants in the lesson(s), giving regular, consistent feedback, and allowing learners to adjust their individual pace.
COGNITIVISM
Unlike behaviorism, a theory based on outside behavior and stimuli, cognitivism relies on the “active mental processing on the part of the learner” (Nagowah & Nagowah, 2009, p. 280). In other words, cognitivism looks at the various ways in which people learn, by studying how the brain processes information. Cognitivism suggests that learning is a more complex endeavor than behaviorists believed “it is a series of internal processes that result in moments of insight that cannot be satisfactorily explained by trial and error or repetition” (Booth, 2011, p. 39). During the 1950’s, renowned psychologist Jean Piaget determined that people continuously learn as they encounter new information. Students use their existing knowledge to build and modify their current knowledge with new knowledge “when individuals draw connections between new pieces of information, they gradually revise old ideas to account for new input” (Booth, 2011, p. 39).
Nagowah & Nagowah (2009), concluded that “cognitivists focus and emphasize on the internal mental processes of the learner during the learning process” (p. 280). Successful cognitive instruction involves engaging the learner in the learning process, relating new information to prior knowledge, breaking the lesson down into manageable chunks, and encouraging the use of metacognitive skills. For instance, before attempting to understand multiplication and division, a student must first master addition and subtraction.
CONSTRUCTIVISM
While the cognitivist approach is concerned with the “process of adjusting our mental models to accommodate new experiences” (Nagowah & Nagowah, 2009, p. 280), the constructivist approach deals with the overall process, rather than the product. School librarians using the constructivist method “should align with learner outcomes, meaning that interactions are much less focused on the transmission and receipt of information than on the creation of an environment that is authentic and situated” (Booth, 2011, p. 52). Constructivist learning is also socially based, relying on active participation that includes “cooperative learning, experimentation, open-ended problems and real life scenarios in which the learners discover learning on their own through active involvement with concepts and principles” (Nagowah & Nagowah, 2009, p. 280-281). Constructivism allows for individuals to learn at their own pace. This model also believes that each person’s learning style is unique, tied to individual experiences, which rely on both previous knowledge and personal environment to create new knowledge “each learner generates his own rules and mental models through experiencing things and reflecting on those experiences (Nagowah & Nagowah, 2009, p. 280)
It is the responsibility of the library teacher to engage students by presenting students with open-ended opportunities to delve into the learning process, demonstrating their own knowledge by “participat[ing] in the learning experience alongside the student” (Booth, 2011, p. 52), rather than simply lecturing or instructing students. The constructivist model “involves creative and exploratory assignments, reciprocal teaching, critical dialogue, and collaborative learning” (Booth, 2011, p. 52). By allowing students to take a more active role in their own learning, students are more likely to be motivated and “find solutions by exploring, collaborating, inventing, and experimenting” (Nagowah & Nagowah, 2009, p. 281).
EVIDENCE
Info 233 School Library Media Centers Teaching Philosophy
This assignment centers on my overall teaching philosophy, goals, and values as a school librarian. I believe that this assignment shows my dedication to helping students become proficient users of ideas and information, using various teaching strategies and methods in order to reach all students. It also shows my acknowledgement of the importance of giving every student the opportunity to learn at their own pace, in a style that suits their individual needs.
Info 237 School Library Media Materials - Curricular Text Set, Analysis, & Reflection
In Info 237 we were required to work with a partner to create a curricular text set using an anchor text from a predetermined list. My partner and I chose The Book Thief by Markus Zusack. The text set needed to include a purpose with an essential question, a target grade, ten supporting texts, and how the assignment could be connected to standards. We also needed to complete an individual analytical review, and write a reflection on the assignment. I was responsible for creating the site, choosing five of the supporting texts: Hitler’s Speech, Isabella Fodor’s last letter, David Ades poem, Bernie Dunlap’s TedTalk, and a podcast—Thousands of False Identities, and describing how each connected to The Book Thief and could enrich student’s understanding. My partner was responsible for the other five supporting texts: Video, photograph, article, timeline, and informational text. I was also responsible for the references, as well as choosing and inserting the majority of the pictures. My partner and I worked on the standards, purpose, audience, anchor text, and home pages together.
I believe this assignment shows my ability to create a multifaceted assignment that incorporates cognitivism, constructivism, and the behaviorism learning models, encouraging students to use critical thinking skills, creativity, and to build upon prior knowledge.
Info 250 Design and Implementation of Instructional Strategies for Information Professionals - Project 5
In Info 250, we were required to build a co-taught, collaborative, learning experience/Knowledge Building Center (KBC), using a think model from Dr. Loertscher’s book, The Big Think, making sure to incorporate technology. My partner and I, along with input from a teacher at the high school my partner works at, created an interactive lesson plan on the refugee crisis, using the book Refugee by Alan Gratz. Neither of us were a leader in this project, we divided the work as equitably as possible, emailing each other regularly, and meeting face-to-face using zoom. We co-wrote the lesson plan and I created the graphic we used in the lesson plan. We both contributed to the resources, reflections, standards, and assessment. I was responsible for creating the references, tools and tutorials, work spaces, and finding and inserting all of the images. My partner was responsible for designing the comments/questions, calendar, and contact us portions.
I believe this assignment shows my ability to create a collaborative, interactive, constructivist learning environment, where students can immerse themselves in a meaningful learning experience, engaging in “metacognition, critical thinking, creative thinking and other 21st century skills” (Loertscher, Koechlin, & Zwaan, 2009, p. iv).
Dr. Loertscher included our KBC model on his I CAN Academy website: https://sites.google.com/view/icamacademy/adult-mentoring?authuser=0 (another of my learning sites, Books Not Bullets, that I used for evidence in comp C is also showcased on the website)
Info 250 Design and Implementation of Instructional Strategies for Information Professionals - Project 1
This Info 250 project would be considered a constructivist learning experience. At the beginning of the semester we were told to rate what we believed our understanding of educational theory and practice, curriculum and assessment, collaboration, and inquiry and design thinking was. We were then instructed to design an individualized learning plan in order to “build a solid theoretical base in four topical areas.” Through this assignment, I believe I gained an understanding of the importance of individualized instruction, matching the theory to the learning needs and goals of students, and helping students become career/college ready. While I did not specifically discuss the theories of behaviorism, cognitivism, and constructivism, I am confident that I have a clear understanding of the three theories as well as the ability to incorporate each of those theories, based on the individual assignment, when designing curriculum.
CONCLUSION
As a school librarian, it will be my responsibility to teach students how to locate, evaluate, and use information in a variety of ways to promote information literacy. “If school librarians are to promote inquiry, it seems that behavioral qualities such as openness, collaboration, intrinsic motivation, problem-posing, and perseverance be nurtured and mentored as well—and discussed by school librarians as essential behaviors in the process” (Jones, Flohr, & Martin, 2015, p.116). There is no real right or wrong way to teach, it is up to the librarian—with input from the students—to find and use the teaching methodologies that works well for them and their students based on the concept(s) being taught.
I am positive that I will be able to collaborate with classroom teachers in order to design, implement, and evaluate learning experiences, providing students with the ability to learn in a style that is comfortable, meaningful, and engaging. As a member of the library teacher community, I will also continue to stay abreast of current and emerging educational theories so I can consistently and confidently help students gain the skills necessary to succeed in the 21st century.
References
American Library Association (ALA). (2006, September 27). Learning about the job. American Association of School Librarians (AASL) a Division of the American Library Association (ALA). http://www.ala.org/aasl/about/ed/recruit/learn
Bladek, M., & Okamoto, K. (2014). What's theory got to do with it? Applying educational theory and research to revamp freshman library workshops. College & Undergraduate Libraries, 21(1), 19-36. https://doi.org/10.1080/10691316.2014.877730
Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. American Library Association.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143
J.L. Jones, B.H. Flohr, & M.S. Martin. (2015). Theories holding promise for supporting the constructivist behaviors of inquiry. School Libraries Worldwide, 21(2), 115-126. https://doi.org/10.14265.21.2009
Loertscher, D. V., Koechlin, C., & Zwaan, S. (2009). The big think. Learning Commons Press. file:///Users/jennifermcgillis/Downloads/bigthinkfinal.pdf
Nagowah, L., & Nagowah, S. (2009). A Reflection on the dominant learning theories. The International Journal of Learning: Annual Review, 16(2), 279-286. https://doi.org/10.18848/1447-9494/CGP/v16i02/46136