Introduction

Designing effective learning experiences in information settings requires deep understanding of learning theories combined with careful attention to audience needs and instructional context. Learning theory provides the foundation for creating meaningful educational experiences, while knowledge of learners, respect for their experiences, and attention to inclusion ensures those experiences resonate with diverse audiences. As Grassian and Kaplowitz (2009) emphasize, successful instruction requires knowing your audience, relating to them respectfully, and helping them contextualize information in ways that make sense to their lived experiences.

Constructivist learning theory particularly informs my approach to instructional design through several key strategies: inquiry-based learning that encourages critical thinking through open-ended questions, project-based learning that engages students in hands-on application, collaborative group work that fosters peer learning, and real-world connections that relate new information to students' experiences (WGU, 2023). Additionally, cognitive load theory guides the development of instructional materials. As the Medical College of Wisconsin (2022) explains, effective instruction must carefully manage the amount of information presented to avoid overwhelming learners' working memory capacity, particularly through thoughtful integration of visual and auditory elements.

Evidence

My understanding of learning theories and instructional design principles is demonstrated through three significant examples that showcase my ability to create scaffolded learning experiences, develop cognitively-appropriate multimedia content, and design systematic information literacy instruction across educational levels.

1. As an elementary school Library Instructional Technician, I have designed a comprehensive library program that builds foundational knowledge systematically across grade levels, culminating in my information literacy instructional design plan for the fourth and fifth grade. Beginning in kindergarten through second grade, I lay foundational knowledge through storytimes that introduce genre concepts, library organization, and author awareness. By third grade, as students receive their Chromebooks, this foundation expands to include digital literacy and citizenship, with students applying their genre knowledge to navigate library databases independently-using keywords. This careful progression prepares fourth and fifth graders for more advanced research skills through an eight-lesson comprehensive program that includes research fundamentals, keyword strategies, and ethical use of information. The program's effectiveness is enhanced through dual-location learning: initial instruction occurs during library time with peer learning and immediate practice, followed by classroom application through specialized research workbooks where students. For instance, after students have watched and discussed the Keywords video in the library, they break into groups and complete a keyword worksheet about dogs. When they return to class, they use their Report Research Workbook to apply their new skills. In this case, they utilize a worksheet in the workbook to brainstorm keywords related to their report topic.  

2.  My series of animated instructional videos demonstrates careful application of cognitive load theory principles. After evaluating my information literacy instructional design plan, I determined short format videos would be a more effective, engaging, and concise informational delivery method over the drafted slide shows and lectures. Each video maintains an optimal length of three to six minutes to prevent information overload, with most running just three minutes. The videos employ scaffolded content delivery, simple visual examples, and engaging animations including an animated version of myself as narrator to create meaningful connections for students. They begin with an overview on research and what they will learn and move to keywords and quality sources. They continue to build on knowledge by discussing plagiarism, paraphrasing, direct quotes, and citations. The library setting of the videos bridges the digital and physical learning environments, while carefully selected background music enhances engagement without competing with instructional content. This thoughtful design manages cognitive load while maximizing learning potential for an elementary school audience.

3. My development of grade-specific research websites shows systematic building of information and digital literacy skills aligned with grade-level standards and developmental milestones. For example, I built a second-grade animal research website to introduce students to online research while connecting to physical library resources. This becomes foundational knowledge for understanding different types of information sources as well as identifying quality information. I have built a multitude of these websites spanning grade-level and they serve as carefully curated gateways for age-appropriate research, supporting the library's broader mission of scaffolding information literacy skills from elementary grades upward.

Conclusion

In the future, I will continue developing and refining learning experiences that honor constructivist principles while thoughtfully managing cognitive load through multiple instructional approaches. My successful implementation of scaffolded information literacy instruction at the elementary level has laid the groundwork for expanding these approaches to diverse educational and public settings. My demonstrated ability to create effective learning experiences - from animated videos that respect cognitive processing limits to scaffolded research websites that support developmental learning - positions me to design increasingly sophisticated instructional programs. This experience, combined with my understanding of constructivist learning principles and commitment to continuous assessment, enables me to create learning experiences that effectively serve diverse audiences while building upon their existing knowledge.

To remain current with learning theory and instructional design, I plan to engage with resources and participate in professional development through the American Library Association's Library Instruction Round Table. Additionally, I will continue studying emerging technologies and their applications in educational settings to ensure my instructional approaches evolve with learners' needs and interests. By combining theoretical understanding with practical application and ongoing assessment, I will create increasingly effective learning experiences across educational levels and audiences while maintaining my commitment to knowledge, respect, and inclusion in instructional design.

References

Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice (2nd ed.). Neal-Schuman.

Medical College of Wisconsin. (2022, May). Cognitive load theory: A guide to applying cognitive load theory to your teaching. Office of Educational Improvement. https://www.mcw.edu/-/media/MCW/Education/Academic-Affairs/OEI/Faculty-Quick-Guides/Cognitive-Load-Theory.pdf

Western Governors University. (2023, May). Five educational learning theories. https://www.wgu.edu/blog/five-educational-learning-theories2005.html