Competency K

Design collaborative or individual learning experiences based on learning principles and theories

Statement of Competency

“These libraries have improved the general conversation of Americans, made the common tradesman and farmers as intelligent as most gentlemen from other countries, and perhaps have contributed to some degree to the stand so generally made through the colonies in defense of their privileges.”

Benjamin Franklin

Introduction

Libraries of all kinds are centers for learning and education, whether that is through instruction or self-direction. Stephens (2018) envisions the library as a classroom that “includes academic, public, special, and K– 12 libraries where community-learning spaces help learners of all ages achieve goals, acquire new skills, and understand more about how the world works” (p. 217). Subsequently, librarians are teachers at heart, who promote lifelong learning in their patrons and within their own profession. We teach patrons how to find information, use technology, navigate the web, cite sources, use library resources, prepare for college, promote literacy, and encourage a variety of other life skills. We also create learning environments, programs, modules, and websites that help people learn new things. Furthermore, libraries can help individuals that may not have had access to education or had difficulty learning in the classroom. Libraries offer a more relaxed learning environment, there are no tests or grades given out. If people fail they can try again without the stigma associated with that setback.

Learning Principles and Theories

There are several methods, principles, and theories for learning and teaching. Below are a sample that has certain advantages for librarians to consider when constructing educational programming and classes.

Instructional Design Principles

• Identify the audience/students that will be taught.

• Determine the information needs of the students.

• Decide what will be taught.

• Decide how to formally or informally assess what the students have learned.

• Design the instructional experience.

• Reflect on the teaching. (Cunningham and Rosenblatt, 2018, p. 203)

These instructional design principles help librarians focus on the people, purpose, plan, and outcome of a teaching experience.

Backward Design Method

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction (Bowen, 2017)

This teaching method is quite unique in that it has people focus first on the outcomes an instructor wants instead of last. What do you want your students to learn? Is it useful? Can they apply it to other areas of their lives? Once you answer these questions then you decide what proof can demonstrate that knowledge. Then you devise the best teaching strategies to get your students to those goals. Librarians typically only teach students in a few series of classes or in one instance. Therefore, it is important to maximize the outcomes from the outset so the students get the most out of their time spent in the class.

USER Method

1. Understand

   1. Identify the problem

   2. Analyze the scenario

2. Structure

   1. Create targets

   2. Involve & extend

3. Engage

   1. Develop materials

   2. Deliver instruction

4. Reflect

   1. Access impact

   2. Revise & reuse (Booth, 2010).

This method was developed by a librarian for other librarians to use when they need to teach patrons. It has a similar approach to the ADDIE method except that this process is supposed to be cyclical. It also has elements of the Backward Design method as it requires the librarian to identify the goals, objectives, and outcomes before designing and delivering the program. You start by gathering information to gain an understanding of the current situation, create a Structure to define your goals and strategies for “learner-focused content”, Engage with the tools you will use and teach the class, and then Reflect on your evaluation, change as needed and then repeat the cycle (Booth, 2010).

Everyone learns differently, therefore it is important to be familiar with a variety of teaching methods. The models above give a framework for teaching but not an understanding of learning theory. Theories are possible explanations for why certain phenomena happen. Learning theories help teachers augment their instruction to improve the experiences of their students. Cognitive learning theory, behaviorism learning theory, constructivism learning theory, humanism learning theory, and connectivism learning theory can be used to help teachers understand their students’ unique needs and abilities.

• Cognitive - explains how people think impacts their understanding

• Behavioral - external factors affect student’s behavior

• Constructivism - student builds upon “previous knowledge and experiences to create unique reality”

• Humanism - once a person has all their basic needs met then they are prime for self-actualization

• Connectivism - the student learns by making connections to “roles and obligations… hobbies, goals, and people” (Western Governors University, 2020).

Evidence

Conclusion

Librarians learn how to teach more on the job than they do through their MLIS degree. According to Booth (2010) “two-thirds of respondents [librarians] felt that their LIS education did not adequately prepare them to design and deliver instruction; less than 5% felt strongly that it had” (para. 7). Unfortunately, I feel I am part of the group that feels inadequately prepared for being a library teacher. Of the classes that fulfill this competency only one is a required course. I plan to work with a mentor in my library to learn about teaching methods and best practices.

References

Booth, C. (2010, April 30). Build your own instructional literacy: Librarians can shape ourselves into educators by devising our teacher identities. American Libraries. Retrieved April 17, 2021, from https://americanlibrariesmagazine.org/2010/04/30/build-your-own-instructional-literacy/

Bowen, R. S. (2017). Understanding by design. Vanderbilt University Center for Teaching. Retrieved April 17, 2021, from https://cft.vanderbilt.edu/understanding-by-design/

Cunningham, A. D., and Rosenblatt, S. (2018). Teaching users. In S. Hirsh (Ed.) Information services today: An introduction (pp. 195-210). Rowman & Littlefield Publishers. http://ebookcentral.proquest.com

Gross, V. J. (2012). Transforming our Image, building our brand. ABC-CLIO, LLC.

Kurt, S. (2018, December 16). ADDIE model: Instructional design [image]. Educational Technology. Retrieved April 17, 2021, from https://educationaltechnology.net/the-addie-model-instructional-design/

Stephens, M. (2018). Hyperlinked libraries. In S. Hirsh (Ed.) Information services today: An introduction (pp. 211-219). Rowman & Littlefield Publishers. http://ebookcentral.proquest.com

Western Governors University. (2020, May 30). The five educational learning theories. Retrieved April 17, 2020, from https://www.wgu.edu/blog/five-educational-learning-theories2005.html#close