Competency K

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Design collaborative/individual learning experiences based on learning principles and theories.

Introduction

Information professionals focus on addressing information learning gaps by training individuals to use tools and resources, question and accept information, and lead information literacy programs. There will always be a need for information professionals to act as information instructors since technology continues to have an impact on the creation, accessibility, and sharing of information and since information literacy education now covers knowledge and abilities that impact almost every part of a person's life (Becker, 2022). Stephens (2014) points out that with their community learning areas, game-focused programs, areas for creating digital and 3-D hardware, and virtual connections for students, libraries now often act as creative classrooms. Libraries are increasingly becoming dynamic hubs of learning that aim to foster collaboration and innovation, allowing individuals to develop critical thinking and problem-solving skills essential for navigating the complexities of modern digital life.

Behaviorism

One of the earliest adopted educational theories is behaviorism. Behaviorists argue that learning is influenced by an individual's external interactions with their environment, modifying their behaviors based on perceived consequences, such as injury or praise (Saunders & Wong, 2020). Behaviorism sees students as empty vessels, passive participants whose role it is to take in the information. Even though the notion of students as empty vessels has been abandoned, conditioning techniques like reinforcement and gamification in the classroom remain popular (Saunders & Wong, 2020). In terms of library instruction, behaviorist strategies can be effectively employed to promote patron learning. For instance, librarians can create incentive programs that award badges or certificates to patrons for attending workshops, participating in reading programs, or completing scavenger hunts.

Humanism

Humanism emphasizes the individual as the subject and acknowledges students as complete individuals with affective and emotional states that align with cognitive growth. Humanistic education focuses on human well-being, values, potential development, and dignity, encouraging intrinsic motivation and responsibility for learning (Sharp, A., 2012). Understanding how students' emotions affect learning is essential to acknowledging their significance (Saunders & Wong, 2020). A humanistic approach puts learners' needs and interests first and library Instructors promote inquiry and independent study by acknowledging that every user has different experiences and viewpoints.

Cognitivism

Cognitivism emerged as a response to behaviorism, highlighting the internal mental processes that influence learning and knowledge acquisition (Codington-Lacerte, 2018). Cognitivists focus on the brain as an information processor, utilizing algorithms for processing and decision-making and studying brain functions, pattern recognition, categorization, and attention influences (Saunders & Wong, 2020). Cognitivists also emphasize the importance of mental processes in learning and understanding. One key framework that illustrates these processes in instructional design is Bloom’s Taxonomy, which consists of six cognitive domains: knowledge, comprehension, application, analysis, synthesis, and evaluation (Voss, 2024). Each stage is hierarchical and builds upon previous levels of knowledge from simple to nuanced, allowing learners to process information from the bottom up.

Constructivism is a theoretical framework that highlights the active role of learners in the process of knowledge acquisition. Constructivism suggests that individuals create knowledge and meaning through their interactions with the world, acknowledging the role of prior knowledge in learning (Saunders & Wong, 2020). Social constructs, such as beliefs and expectations, provide a framework for knowledge, but individuals and groups interact to reach consensus on their understanding. Constructivism emphasizes that instruction should be tailored to students' experiences and contexts in order to enhance their readiness to learn, organized in a way that is easily comprehensible, and designed to encourage extrapolation and fill in knowledge gaps. A constructivist approach fosters a deeper understanding and engagement with the material, empowering learners to become active participants in their educational journeys.

Social constructivists emphasize the importance of identity, family, community, and culture in shaping individuals' understanding of the world, focusing on the role of instructors as facilitators and guiding learners' experiences (Saunders & Wong, 2020). Social constructivist principles can be observed in the Association of College and Research Libraries (ACRL)’s literacy framework. The framework is organized into six frames, each centered around a key concept related to information literacy, accompanied by a set of knowledge practices and dispositions, with the six concepts being Authority Is Constructed and Contextual, Information Creation as a Process, Information Has Value, Research as Inquiry, Scholarship as Conversation, and Searching as Strategic Exploration (ACRL, 2016). Becks (2022) notes that the ACRL's Information Literacy Framework is a flexible, non-prescriptive approach to information literacy, offering general practices and attitudes as well as acknowledging that information literacy varies across disciplines and communities, with each having unique attitudes and resources. This flexibility leaves room for literacy instruction to be tailored to the specific needs and contexts of a diverse range of learners.

Competency Development

During my MLIS coursework, I took INFO 250, Design and Implementation of Instructional Strategies for Information Professionals, which involved not only the study of various learning theories and activities for non-K-12 learners but also the development of an instructional plan. In INFO 2020 Data Services in Libraries, I completed a unit focusing on data literacy in which I planned, presented, and recorded a data literacy workshop.

Professionally, I plan, design, and instruct adult technology literacy programs biweekly in my current role as an information services assistant at a public library. Since completing coursework relevant to instructional design, I have incorporated many of the learning theories and instructional design concepts into my programs. By utilizing principles such as constructivism and experiential learning, I create engaging and interactive sessions that cater to diverse learning styles. I regularly assess participant feedback to refine my approach, ensuring that each program not only meets the needs of the learners but also fosters a supportive and inclusive environment.

Evidence

Evidence 1

INFO 250 - Instructional Design Plan, Course Webpage, and Tutorial Example

This instructional design plan was aimed at teaching adults in the general public to investigate misinformation using open source intelligence (OSINT) tools and methods. This course was designed to be held in person at a public library branch computer lab and introduce participants to essential OSINT techniques, such as advanced search engine strategies, reverse image searching, geolocation, and social media analysis. The instruction goal was to enhance information literacy and equip learners with the skills needed to critically evaluate online content. It included hands-on activities and discussions, encouraging participants to engage actively with the material. The intended outcome at the end of the course was to have learners not only understand the nuances of misinformation but also be able to apply their newfound skills to create a report investigating suspicious information.

This instructional design plan qualifies as evidence for Competency K by demonstrating a thoughtful application of learning principles and theories to create both collaborative and individual learning experiences. By incorporating hands-on activities, discussions, and opportunities for peer interaction through a dedicated Discord server, I fostered a collaborative learning environment that encourages knowledge sharing and community engagement. Additionally, the course structure, which includes scaffolding techniques and varied instructional methods, aligns with established learning theories that emphasize active participation and critical thinking. The focus on real-world applications of OSINT tools not only supports individual skill development but also empowers learners to apply their knowledge in practical contexts, thereby enhancing their information literacy.

Evidence 2

INFO 220 - Data Literacy Workshop and Sample Lesson Presentation

This data literacy workshop focuses on connecting to relational databases using SQL with OpenRefine, targeting graduate students and faculty engaged in research. Delivered as a pre-recorded video/webinar, the workshop aims to equip participants with a foundational understanding of various relational database systems, effective management of SQL files, and the creation of data cleaning workflows in OpenRefine. The session includes a K-W-L worksheet as a pre-assessment tool, allowing learners to articulate their prior knowledge and learning goals before the lesson and reflect on what they learned afterward. The agenda is structured into concise segments, covering topics such as the basics of relational databases, managing database files, connecting databases to OpenRefine, and exporting cleaned data back to SQL, with a mix of lectures and hands-on activities designed to facilitate practical application of the concepts. The sample lesson, which I present, is connecting databases to OpenRefine with SQL subtopics.

This data literacy workshop lesson plan serves as evidence for Competency K by effectively designing a collaborative learning experience that aligns with Bloom's Taxonomy. By incorporating various instructional methods—such as lectures, hands-on activities, and reflective assessments—the plan addresses multiple cognitive levels, from understanding and remembering relational database concepts to applying SQL syntax and creating data cleaning workflows in OpenRefine. The use of the K-W-L worksheet further encourages learners to engage with the material actively, fostering a deeper understanding of their learning objectives. Overall, the structured approach ensures that participants not only acquire knowledge but also develop practical skills essential for their research endeavors.

Evidence 3

Work Experience - Cybersecurity Camp Curriculum, Presentation Slides, and Photo During Instruction

The Cybersecurity Camp was successfully conducted for children aged 6-11, focusing on essential online safety practices and cybersecurity concepts. My colleague at work and I collaboratively developed the Cybersecurity Camp curriculum, which was split into two parts, focusing on navigating the internet safely and introducing basic fundamentals of cybersecurity as a practice. I provided most of the content from my own knowledge and research on the subject and also was the presenter. Being the first program of its kind in our system, we also presented an overview of the curriculum at the systemwide meeting for information services assistance and offered to share the lesson plan with anyone interested.

The Cybersecurity Camp program, designed to teach the basics of cybersecurity, exemplifies Competency K by creating an engaging learning experience grounded in Bloom's Taxonomy. The program incorporates a variety of instructional strategies, including active games and hands-on lab activities, which promote higher-order thinking skills such as applying and analyzing cybersecurity concepts. A formal pre-assessment of knowledge allows participants to gauge their initial understanding, while reflective questions encourage them to connect the material to their own experiences. This multifaceted approach not only fosters a foundational comprehension of cybersecurity principles but also empowers children to think critically about their online safety, ensuring a well-rounded educational experience that aligns with developmental learning objectives.

Conclusion

Through integrating various educational theories—such as behaviorism, humanism, cognitivism, constructivism, and social constructivism—into instructional design, information professionals can create dynamic and engaging learning experiences that inclusively bridge diverse learner needs. As libraries continue to transform into collaborative learning hubs, the application of these theories will be crucial in developing critical thinking, problem-solving, and a deeper understanding of information literacy, as well as providing a locus for educational enrichment and lifelong learning. Moving forward, I am committed to further developing my expertise in these areas, ensuring that I can effectively design and implement learning experiences that empower individuals to remain ever curious in a world of avalanching information.

References

ACRL. (2016). Framework for information literacy for higher education | association of college and research libraries. Retrieved March 11, 2025, from https://www.ala.org/acrl/standards/ilframework)

Becker, B. (2022). Teaching users. In S. Hirsh (Ed.), Information Services Today (3rd ed., pp. 216-228). Rowman & Littlefield.

Codington-Lacerte, C. (2018). Cognitivism. Salem press encyclopedia. EBSCO.

Sanders, D., & Welk, D. S. (2005). Strategies to scaffold student learning: applying Vygotsky's Zone of Proximal Development. Nurse educator, 30(5), 203–207. https://doi.org/10.1097/00006223-200509000-00007

Saunders, L., & Wong, M. A. (2020). Learning Theories: Understanding How People Learn
in Instruction in libraries and information centers. Windsor &
Downs Press. https://doi.org/10.21900/wd.12

Sharp, A. (2012). Humanistic Approaches to Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi-org.libaccess.sjlibrary.org/10.1007/978-1-4419-1428-6_530

Stephens, M. (2014, May 15). Library as classroom. Library Journal, 139(9), 36. https://link.gale.com/apps/doc/A367965044/AONE?u=csusj&sid=bookmark-AONE&xid=731efb9a

Voss, G.“. (2024). Benjamin S. Bloom: More Than a Taxonomy. In: Geier, B.A. (eds) The Palgrave Handbook of Educational Thinkers. Palgrave Macmillan, Cham. https://doi-org.libaccess.sjlibrary.org/10.1007/978-3-031-25134-4_77