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Hana Metzger
Hana Metzger's e-Portfolio
Competency K: Teaching and Learning
Section 1
Design collaborative/individual learning experiences based on learning principles and theories.
Section 1A: Competency Description and Scope
Public librarians increasingly have an educational role in the public sphere. Researchers coined the term "digital divide" in 1995 to depict the growing disparity between those with access to and a working knowledge of computers and the internet and those without access or training (Cunningham & Rosenblatt, 2018, p. 198). In the third decade of the twenty-first century, the internet and smart phones are ubiquitous in the United States. Technological proficiency is required for many jobs, even outside of the technology sector (Cunningham & Rosenblatt, 2018, p. 199). Libraries have stepped up to help bridge the digital divide, offering public access computers and digital literacy workshops in addition to learning programs already in existence. Understanding some of the basic learning theories can help librarians to fulfill their community's need for information and training.
Behaviorism
Behaviorists focus on the way that external stimuli affect learning outcomes. In the 1920s, Ivan Pavlov studied how a the repetition of external stimulus (a bell) during an unconditioned response (dogs salivating in the presence of food) could then provoke that response (salivation) even when the natural trigger (the food) was not present (Booth, 2011, p. 108). Later, in the 1950s, B. F. Skinner studied how different external stimuli could cause either a positive or negative response from a student (Booth, 2011, p. 108). Essentially, a behaviorist teacher seeks to change student behavior by incorporating specific stimuli (such as punishments or rewards) into lessons with the goal of reaching stated goals. As Johnson (2008) notes, "behaviorism is particularly useful when the desired outcomes are specified in advance" because it focuses on observable, measurable outcomes (p. 108).
Cognitivism
Cognitivist theories of learning shift the focus inward concepts such as "thinking, problem solving, language, concept formation, and information processing" (Ertmer & Newby, 2013, p. 50) This theory focuses more on the connections and intellectual transitions that a learner makes, rather than the external input of information (Booth, 2011, p. 39). Thus, cognitivists are more likely to ask what students know, and how they came to know it, whereas behaviorists might focus on what students are doing (Ertmer & Newby, 2013, p. 51).
Cognitive teaching processes focus on what a learner brings to the table and attempts to meet them there. Ertmer and Newby (2013) observe that analogies and metaphors are a common cognitive teaching method because they compare new information to information that a student may already know (p. 54). In the classroom, cognitive emphasizes understanding each learner's unique background, creating an effective strategy for teaching that incorporates each learner's learning style and background, and giving feedback in such a way that learners will be able to assimilate it.
Constructivism
Constructionism suggests that knowledge is less objective and that "learners create meaning from their environments by interpreting them through personal attributes, values, and perceptions" (Ertmer & Newby, 2013, p. 55). Rather than having knowledge bestowed upon learners, learners and their teachers construct knowledge together. This is a marked difference from the behaviorist and cognitivist belief that knowledge exists independently from the mind and can therefore be "mapped" upon it (Ertmer & Newby, p. 55). Another important tenet of constructionism is that "the evidence of learning is not necessarily in behavioral change" (Booth, 2011, p. 39). Theorists such as John Dewey and Lev Vygotsky suggested that there is not necessarily an observable right or wrong behavior, as behaviorists suggested (Booth, 2011, p. 39). Instead, meaningful learning is active, communal, and given real-world contexts to better situate learners (Booth 2011, pp. 39-40).
In an information environment, constructivists might emphasize "social negotiation and shared responsibility," "multiple representations of content," or "student-centered instruction" (Johnson, 2008, p. 111). Teachers may focus on ways to create an "active" learning environment and incorporate problem-solving and collaborative techniques into the learning process (Booth, 2011, p. 51).
Section 1B: Importance to the Profession
Although public librarians generally do not work in a traditional classroom setting, they are often called upon to teach others. Librarians may be called upon to provide user trainings and workshops on topics such as digital literacy, job search and resume-building, research skills, e-books, and more. Understanding basic learning theories such as the ones described above can help librarians to guide patrons toward greater knowledge and understanding. For example, summer reading programs often incorporate a behaviorist approach to learning. Librarians establish an observable behavior, such a a number of books to read (or number of hours) for patrons to accomplish in a specified amount of time. Then, a reward is given to people who complete the task.
Understanding different learning theories can help librarians improve learning programs. For example, applying cognitivist and constructivist theories to a summer reading program might lead librarians to measure success differently. Is success found in the number of books read, the amount a child learns, or something else entirely? Similarly, librarians might use learning theories as lenses to examine how the program is designed. Should children use trackers to record their reading, or something else? How or when might storytimes or read-aloud sessions be included in a summer reading program? Applying learning theories in this manner can help librarians increase access to information and be more effective teachers in their communities.
I have discussed a hypothetical example here, but many libraries are turning toward more collaborative learning environments such as makerspaces. Willett (2018) discusses makerspaces in public libraries in the context of theories of learning. Makerspaces provide an opportunity for participants to "learn by doing," a key tenet of constructivism, with assistance from a librarian (Willet, 2018, p. 256). Librarians essentially provide a structure, or scaffolding, on which learning can be built.
Section 2
Here I will provide three evidentiary items for Competency K.
Section 2A: Preparation
Several classes that I took were instrumental in preparing me for this competency. In INFO 260A: Programming for Children with Professor Penny Peck, I learned about creating different types of learning activities for children at the public library. The assignments in this class focused on creating children's programming that increased literacy and access to information. While reading about and designing programs, I learned to consider different learning styles and teaching theories.
Another class that prepared me for this competency is INFO 284: History of Books with Dr. Linda Main. In this class, I created educational websites, exhibits, and quizzes to teach others about specific topics related to the history of books. This class was helpful in teaching me to harness the powers of technology to create learning experiences.
Even classes that were not directly related to teaching helped me prepare for this competency. In INFO 202: Information Retrieval Systems with Professor Alison Johnson, I learned about user-centered design theories. These were helpful to me in understanding user-centered teaching later on. Although the theoretical backgrounds are different, both models focus on understanding different ways that individuals process and learn information in order to create a better information environment.
Section 2B: Evidence
Evidentiary Object 1: INFO 260A Assignment 5 (Twelve Months of Programming)
For this assignment, I wrote a paper detailing twelve months of hypothetical children's programming for the Marina Branch of the San Francisco Public Library. The programs that I created run the gamut from STEM programs to literacy to arts and crafts. I assessed the demographics of the community, the potential uses and limitations of the space, and budget concerns in addition to designing a year's worth of programs.
This assignment demonstrates my competency at creating collaborative learning experiences at the public library that are informed by learning theories, especially cognitive and constructivist theories. For example, in the egg drop challenge, children work in small teams to create a container to protect a raw egg when it is dropped from a roof. Children are given a variety of materials to choose from and the freedom to use the materials as they wish. This activity shows my ability to create a learning experience that centers users and allows them to learn by doing, a central tenet of the constructivist learning theory. As adult chaperones and the librarian walk around, they are in dialogue with the children, and the learning process is a conversation rather than a lecture.
Another activity that shows my competency at designing constructivist instruction is the exquisite corpse drawing activity. This is an old game in which groups collaborate to create monsters and strange creatures. It encourages creativity and seeing how your input meshes with the input of others. These are both constructivist values, as the focus is more on collaboration, group work, and creativity.
Evidentiary Object 2: INFO 260A Assignment 2
This is a book event that I created for INFO 260A: Programming for Children. For this proposed event, children would read the novel The Westing Game in advance, then have the opportunity to participate in a book talk and other activities related to the book.
Several of the activities that I designed for this assignment are evidence of my ability to design learning experiences informed by constructivist learning theories. The book talk itself gives children an opportunity to engage in dialogue about thematic concepts in the book. In my assignment, I include open-ended questions that may have multiple answers. By avoiding activities that posit one right or one wrong answer, I providing a constructivist learning experience in which children may form their own ideas in dialogue with one another.
The "observations" game that I designed is another example of a constructivist learning approach. In this activity, children have a set amount of time to make a list of observations about the library. They are encouraged to use all of their sense, not just sight. When the time is up, all of the observations will be shared with each other. This gives children a chance to all participate at whichever level they are at, another element of this activity which demonstrates my competency at constructivist learning. Children may also learn to see or describe their environment using new terms from each other.
Evidentiary Object 3: INFO 284 Quia Quizzes
For INFO 284, I designed a series of quizzes using the online program Quia. Each quiz relates to a time period, subject, or theme related to the history of books. This assignment demonstrates my competency at designing a learning experience that is informed by learning theories and utilizes technology. The quiz shows my understanding of different learning styles, as I used different types of questions in the quizzes, including multiple choice, matching, true/false, and fill-in-the-blank. Because each question has a measurable right or wrong answer, this quiz primarily demonstrates my competency at a behaviorist style of teaching. Çeliktas and Demirbatir (2022) found that online quizzes can assist in learning and retaining information because it motivates students to study and gives immediate feedback on how well one understands the material (p. 134). My use of Quia, an online quiz website, shows my ability to use technology to help students self-assess their knowledge of course material.
Section 3: Conclusion
In the future, I will use my understanding of learning theories and instructional design when I am working as a public librarian. With our society's increasing reliance on technology, and the evergreen need for informational literacy, I expect to need to continue to develop my teaching abilities for the duration of my career.
Some resources that I may use in the future include staying up-to-date on journal articles related to library instruction and attending workshops related to learning at the library. I also find it quite useful to see what other libraries are doing and how they are teaching their communities, so I will visit other libraries when possible to better understand their approaches.
References
Booth, C. (2011). Reflective teaching, effective learning instructional literacy for library educators. American Library Association.
Çeliktas, H., & Demirbatir, R. E. (2022). Effect of online quizzes on music theory achievement of freshman music teaching students. Journal of Education and Learning, 16(1), 130-136. https://doi.org/10.11591/edulearn.v16i1.20379
Cunningham, A. D., & Rosenblatt, S. (2018). Teaching users: Information and technology instruction. In S. Hirsh (Ed.), Information services today: An introduction (2nd ed., pp. 195-210). Rowman & Littlefield.
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
Johnson, W. G. (2008). The application of learning theory to information literacy. College & Undergraduate Libraries, 14(4), 103-120. DOI: 10.1080/10691310802128435
Levine, M. (2016, June 21). Collaborative learning in libraries. Public Libraries Online. https://publiclibrariesonline.org/2016/06/collaborative-learning-in-libraries/
Talja, S., Tuominen, K., Savolainen, R. (2004). "Isms" in information science: Constructivism, collectivism, and constructionism. Journal of Documentation, 61(1), 79-101. DOI 10.1108/00220410510578023
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