Design collaborative/individual learning experiences based on learning
principles and theories
Introduction
Instruction is a critical service libraries provide to their communities. Instruction takes on many forms depending on the library setting, such as working with students at an academic library as an information literacy instructor to teach them how to facilitate formal research; and in public libraries through computer courses taught to community members (Becker, 2022). It is the job of an LIS professional to support their community through various forms of information literacy instruction. According to Becker (2022) information literacy instruction today focuses on developing people’s skills in locating, evaluating, and using information in conjunction with computer literacy and digital literacy instruction. Information literacy instruction has shifted toward teaching more critical thinking skills involving the ethics and use of information. It is critical for librarians to learn, understand, and employ various pedagogical approaches to ensure their communities begin to understand information literacy and can shift their focus into more active learning (Forbes & Keeran, 2017). Knowing and understanding learning theories can assist librarians with being able to better understand their community’s particular learning needs and use learning theories to grow their knowledge accordingly.
Learning Theories
Learning theories are the foundation for how instruction librarians present information to their communities. “Learning is translating information and experience into meaningful knowledge” (Booth, 2017, p.35). Ertmer and Newby (2013) define learning as an enduring change in behavior or a capacity to behave in a certain way that results from practice or experience. Learning theories examine why and how knowledge is formed (Booth, 2017). Learning theories are a source of verified instructional strategies and knowing various strategies and tactics is the foundation for reasoned strategy selection (Ertmer & Newby, 2013). Learning theories provide research and behavioral understanding of the relationship between specific designs of instruction with various outcomes depending on specific learner needs. Understanding the more prominent learning theories will assist librarians in achieving success with information literacy instruction. The prominent learning theories are behaviorism, cognitivism, constructivism, and newer social learning theories. As people move along the learning theory continuum, it is noticeable that the focus of instruction shifts from teaching to learning and from passive to active learning (Ertmer & Newby, 2013).
Behaviorism
Behaviorism is the psychological focus on the formation of fact or how to encourage certain responses to questions or other stimuli (Booth, 2017). Behaviorism “equates learning with changes in either the form or frequency of observable performance” (Ertmer & Newby, 2013, p. 48). With behaviorism, learning is accomplished when an expected and proper response is given to the presentation of a particular environmental stimulus (Ertmer & Newby, 2013). Memorization is a key component of behaviorism, this learning theory relies on practice and repetition in combination with positive feedback or reinforcement (Booth, 2017). This theory focuses less on the cognitive function of the person learning, but more on the emotions caused by the environmental stimuli working to get the learner to achieve knowledge, or having them appropriately memorize and recite the correct information to a question. Learning is influenced through external motivation and feedback that gives the learner opportunities to practice (Ertmer & Newby, 2013). This theory relies on instructors determining which environmental cues can get the desired result, arranging practice situations where the prompt and target response occur in a natural setting, and arranging an environment that is conducive to students making the correct responses and receiving reinforcement for positive responses (Ertmer & Newby, 2013).
Cognitivism
Cognitivism came about in the mid-twentieth century when learning was shifting away from behavioral models to an approach that relied on cognitive sciences and theories (Ertmer & Newby, 2013). Cognitivism “emphasizes the mind or mechanisms through which people perceive, process, and recall information” (Booth, 2017, p. 38). Cognitive theorists opposed behavior models by proposing that learning comes from a series of internal processes and mental structures that result in moments of insight rather than from external stimuli and repetition (Booth, 2017; Ertmer & Newby, 2013). In cognitivism, learning occurs through internal factors such as cognitive processes, readiness, and aptitude and is concept-based and involves problem-solving and critical thinking (Booth, 2017). Instruction is designed to present information with targeted efficiency to form structured knowledge (Booth, 2017). Cognitivists believe that knowledge occurs through a series of understanding patterns in the world. Using a cognitivism theory as an instructor is appropriate for explaining more complex ways of learning including reasoning and information processing and the goal of instruction is for the student to attain knowledge in the most efficient and effective manner possible (Ertmer & Newby, 2013).
Constructivism
Constructivism focuses more on the self and social learning as an individual and through cultural factors that can affect the production of knowledge (Booth, 2017). This theory further expands learning theory and was developed as a response to the shortcomings of its predecessors behaviorism and cognitivism (Booth, 2017). The central component of constructivism is that both the individual; and the social context exert a profound influence on the learning process and that learners can create meaning depending on their environment by interpreting them through personal values and perceptions (Booth, 2017). Constructivism is different from the previous theories because it believes that individual learners create their own knowledge and meaning depending on their environmental values and beliefs rather than as someone who is just acquiring and reciting knowledge. Ertmer and Newby (2013) believe that knowledge transfer in this theory can occur through authentic tasks anchored in meaningful concepts. Cognitivism achieves “meaningful learning experiences through the perception of personally relevant context and application of knowledge” (Booth, 2017, p. 51). Constructivism is a problem-based and collaborative learning theory that is dependent on working with content in an authentic setting to create a realistic situational context with a community-based atmosphere (Booth, 2017). Constructivism has become the dominant educational theory and has been used by many instructors in various educational settings due to the involvement between active learning and a social and community-based learning process.
Social Learning Theories
Constructivism led the way in social learning theories and with the advancement of technology, has led to the development and creation of newer learning theories that focus on a social learning experience in today’s technological landscape. Theories that were created from this development are mobile learning, social constructivism, situational learning, and connectivism. With the help of technology, social learning has grown to involve a cross-cultural collaborative process where people from different geographic locations can learn and work on projects together at the same time (Ertmer & Newby, 2013). “Pervasive networking and mobility have fundamentally changed how people interact with information and their learning process (Booth, 2017, p. 71). Connectivism focuses on participation and non-linear exploration of information learning with an emphasis on the impact of information technology in the learning process (Booth, 2017). This theory believes learning is a continuous process through various learning environments such as communities of practice, personal networks, and completion of work-related tasks (Booth, 2017). “Explicit in connectivism is the need to facilitate insight into information organization, which enables a clearer understanding of the resources available within a local context” (Booth, 2017, p. 71). Social learning through technology and as a more continuous process is how most students learn today and should be the basis for library instruction. This learning theory provides a clear alignment with information literacy theory which allows individuals to have better control and understanding of their learning process and can assist them with understanding the cycle of information production and use (Booth, 2017).
Evidence
My first piece of evidence is my final project for Info 244 Online Searching. This link will take you to a document with two video links, one for each project deliverable. This project is the culmination of my learning for this course and showcases my knowledge of understanding advanced searching techniques and being able to teach and explain them in an instructional setting. The first deliverable for this project was a database presentation, instructing and showcasing advanced techniques to aid in database searching using the ProQuest Central database. This video acts as a theoretical part two in a three-part video series instructing students how to use advanced searching techniques such as boolean operators, search limiters, and other facets to narrow down search results. The second deliverable for this project was a summary presentation on my instructional process including who my target audience was, the database tool I used, and my reasoning for the instructional process. For this part of the project, I outlined my fictional role as an embedded librarian in an English class, the use of the three-part video series to initiate an information literacy instruction session, and the assessment metrics I would use to determine the effectiveness of this instructional approach. This evidence shows my ability to create instructional videos utilizing a connectivist approach to using technology to assist in the learning process and understanding the instructional processes including implementation and assessment of learning.
Info 254 - Peer Review Presentation
My second piece of evidence is an instructional video I created for Info 254 Information Literacy and Learning. This link will take you to an mp4 copy of my video presentation. In this video, I describe what a peer-reviewed article is, why it is important for students to understand the difference between peer-reviewed journals versus popular journals, and how to find these types of sources in a database search. This video shows my knowledge and understanding of video instruction utilizing a constructivist learning theory where I provide examples to help the learner better understand the concept and allow for a real-world application of this research process.
Info 254 - Database Instruction Assignment
My third piece of evidence is an instructional LibGuide assignment created for Info 254 Information Literacy and Learning. This link will take you to a document with a link to the LibGuide and my reflection on the assignment. In this assignment, we were to create three instructional videos, the first giving an overview of the database, the second demonstrating a basic search of our selected database, and the third demonstrating an advanced search. For this assignment, I selected the APA PsychINFO database. In these videos, I use instructional techniques and knowledge as a theoretical librarian at SJSU to take students through the process of understanding the use of the database, how to do a more basic and broad search, and when to narrow to an advanced search for more specific information. We were also required to create an instructional handout to be used in a one-shot instruction session outlining the important aspects of the database and how to search. This assignment shows my knowledge and understanding of instructional techniques and processes, primarily using a constructivist and connectivist approach to learning by giving a problem-solving approach with real-world applications and using the advancement of technology to assist students in their learning journey.
Work Experience - Student Worker Training Guide
My fourth piece of evidence is my work experience creating a training LibGuide for the student workers at the College of Southern Nevada (CSN) Henderson Library. This link will take you to the current LibGuide our students use. Prior to this online guide, we had this information outlined in notebooks that were given to the students physically. I felt a need to use the technology available to us and create a modular training guide that would allow students to freely flow through the different sections of the guide in a way they would be familiar with and comfortable with because it is similar to how they learn through their online learning software. This evidence shows my knowledge and understanding of instructional theories and my ability to create a training experience and collaborative environment. I use connectivism theory in this instructional approach, often we are training a couple of students together and have them work through the process at the same time working together to understand policies and practices and use this as the first of many steps in our formal training process. I chose this work experience to demonstrate this competency because it is a clear example of how I can showcase the design of learning experiences that help our student workers learn new skills and become familiar with the information and job-related skills necessary to work at the library.
Conclusion
As a future academic librarian, I will use my knowledge and understanding of instructional skills and learning theories to provide helpful and focused instruction both online and in person. I will continue to expand my knowledge in instructional design and learning theories by keeping up with changes in the practice and through professional development opportunities through ACRL and other resources such as webinars.
References
Becker, B. (2022). Teaching users. In S. Hirsh (Ed.), Information Services Today (3rd ed., pp. 216-228). Rowman & Littlefield.
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
Forbes, C., & Keeran, P. (2017). Reference, instruction, and outreach. In T. Gilman (Ed.), American Librarianship Today (pp. 85-100). Rowman & Littlefield.