Competency XI

design instructional programs based on learning principles and theories;

Introduction

For the purposes of this competency, I will be discussing how information professionals

design instructional programs based on learning principles and theories.

One of an information professionals core roles is teaching information users.

Information professionals not only make sure that users know how to get the most they

can from the organizations collections, but also ensure that users develop effective

information behaviors that apply in any environment. (Cunningham and Rosenblatt,

2015)

Information and technology literacy skills are a necessity in todays world, due to our

reliance on modern technology in everyday life. As information professionals, we have the

opportunity to teach information literacy skills.. Information professionals teach in a variety of

settings including private companies, public and academic libraries and k-12 schools. Although

the environments may differ, there are consistent educational principles that apply in all settings.

These basic principles include establishing who the students are, and their information

needs. Additionally, choosing the material to teach and creating an assessment guideline for the

outcome of student learning. Ultimately, designing the instruction and evaluating it afterwards.

Ideally, this process can take place in most encounters with an information seeker. This might be

in a college course over several months or in one encounter with a reference librarian in a public

library.

Learning theories tell us the processes through which students learn, giving the
information professional guidance to build instruction on. Four well known learning theories are

Constructivism, Social Constructivism, Experiential Learning and Blooms Taxonomy.

Constructivism is based on the idea that a learner builds on knowledge that they already have,

thereby constructing knowledge.

Social Constructivism takes this idea further by recognizing that a learners social

environment impacts their learning, where the idea of participation in learning becomes integral.

Even further, Experiential Learning is built on both constructivist theories, and focuses on the

importance of a student getting hands-on experience and interactivity while learning.

Blooms Taxonomy is a six step hierarchical process, where the learner starts by

memorizing information. The student must first remember information, goes on to understand it,

applies it in a situation, analyzes the knowledge, evaluates it further and goes on to create

original information, based on what theyve learned.

(Vanderbilt University, 2017)

Taking these theories into consideration when designing instruction is important.

Information professionals and libraries can create interactions and resources to facilitate learning

based on these principles. My public library offers group instruction in different areas such as

computing basics, language classes, job search and resume techniques, as well as money
management. In addition, they provide access to and assist patrons in using online learning sites

like Lynda.com, Universal Class and Brainfuse.

Artifact I

The first piece of evidence to prove this competency is a presentation that I created and

conducted live for new students in SLIS. I did this as a collaborate assistant in a special studies

course with Professor Faires. This evidence proves that I can design instructional programs based

on learning principles and theories.

During the live presentation I taught new SLIS students how to use Blackboard

Collaborate tools, with the purpose of setting them up with the basic knowledge to attend and get

involved in sessions. In addition, I instructed them on how to create their own live sessions for

group work purposes. In the presentation I created interactive elements, allowing the students to

take part in hands-on, experiential learning.

If I were to give this presentation now, I would need to update it. This was initially

made in 2013 and Blackboard Collaborate has been updated. This was a deeply enriching

experience and I hope to be able to present more information like this in my career.

https://docs.google.com/presentation/d/1yy3VFpAAO2RE-l7GdxwYLd0J0732wex1m9VM

QGWJxwg/edit?usp=sharing

Artifact II

For the second piece of evidence for this competency, I am submitting a report on my

virtual internship with Credo Reference, where I performed instructional design duties. The

report was done as an assignment for Professor Franks internship course. This internship proves
that I can design instructional programs based on learning principles and theories as an

information professional.

In the report, I discuss and evaluate my virtual internship experience as well as the

learning outcomes that I had set for myself at the beginning of the internship. The learning

outcomes that I accomplished included applying technology skills for instructional design,

creating instructional materials and understanding information literacy better.

I had the opportunity to work on tutorials and videos for Credo References product,

Literati. These included products for academic and public libraries, focusing on information

literacy. I also assisted in creating topic pages on their platform.

This internship was a pivotal point in my SLIS education, because it introduced me to

instructional design. I found that instructional design was a good fit for me professionally. It

combines teaching, education, technology and creativity.

I thoroughly enjoyed my experience interning with Credo Reference and would like the

opportunity to use the skills I learned in my career as an information professional.

https://docs.google.com/document/d/1ljZB7cOq49ge7oo9wQWrtfF_ou4ZFBE8LzHAo3yjv

Os/edit?usp=sharing

Conclusion

In conclusion, I have submitted two pieces of evidence that prove that I can design

instructional programs based on learning principles and theories as an information professional. I

look forward to using these skills as a public librarian.

 References

Hirsh, S. (2015). Information services today: an introduction. Lanham: Rowman &

Littlefield.

Mcdaniel, R. (1970, June 10). Bloom's Taxonomy. Retrieved April 15, 2017, from

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

UNESCO. (2017) Influential Theories of Learning. Retrieved April 15, 2017, from

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/qualit

y-framework/technical-notes/influential-theories-of-learning/