Competency K

Learning Principles & Theories

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

Introduction

In every information setting, there is some aspect of teaching or training. Whether we are interacting with members of our communities over a reference desk, meeting with them one-on-one in private consultation appointments running workshops, or teaching more formal classes and courses there is no denying our teaching role as information professionals (Kaplowitz, 2014). Even archives have teaching opportunities through activities such as educational workshops, webinars, and demonstrations on how to work with primary sources. By understanding and being aware of the learning theories and knowing how to conduct research that focuses on the patron’s information needs, information professionals can promote information literacy and design learning opportunities tailored to specific communities.    

Learning Theories 

Behaviorism 

This learning theory is based largely on the work of behaviorists John B. Watson and B. F. Skinner. They proposed that environmental stimuli and consequences shape behavior and that learning occurs through operant conditioning (Saunders & Wong, 2020). This model is dependent on students’ interactions with the external environment. Behavioral learning theory has been influential in many fields, such as education, therapy, animal training, and artificial intelligence (AI), however, it has also been criticized for being too simplistic, deterministic, and neglecting the role of cognition, emotion, and social factors in human behavior (National University, n.d.). 

Despite this criticism, the behavioral learning model provides a systematic and structured approach to teaching, allowing instructors to set expectations and routines. Positive reinforcement can help encourage good behaviors and student engagement. This model also allows for measurable outcomes so the instructor can assess students’ progress and adjust instruction according to their needs.  

Humanism

Due to academic curriculums and strict learning outcomes, this learning theory can be challenging to implement in a classroom setting. Saunders and Wong (2020) suggest that there are ways to integrate self-led learning and exploration while still following the curriculum. This can include students picking topics to research, allowing students to work at their own pace, or offering different variations of an assignment. This model is based on the concept of empathy, being aware of the student’s emotional and cognitive state and how these affect their learning. 

Empathetic teachers recognize and try to understand students’ emotional states, taking steps to alleviate negative emotions that might detract from learning by creating a supportive learning environment (Saunders & Wong, 2020). Instructors should act as guides and allow students to self-direct their learning as much as possible. This model supports self-realization, a concept based on students being internally motivated by interests and goals, rather than the external goals of tests, or grades on assignments. Giving students control to a certain degree, reinforces the core concepts of humanism, human freedom, dignity, autonomy, and individualism (Saunders & Wong, 2020). 

Cognitivism

This learning model was pioneered in the mid-twentieth century by scientists George Miller, Ulric Neisser, and Noam Chomsky. According to cognitive psychology, people acquire and store knowledge, referred to as schema, in their long-term memory (Saunders & Wong, 2020). Though traditional methods of study focus on re-reading text and the repetition (usually writing) of terms and concepts, the cognitive approach embraces the concept of retrieval practice. This includes the implementation of learning activities such as flashcards, which draw upon memory recall. This allows the instructor to identify gaps or weaknesses in knowledge so that learners know where to direct their efforts. 

Some criticisms of this model include it being more instructor-focused than student-focused and does not take into account the emotions of learning. It is considered to be very cold and calculating, unlike its Humanism counterpart. Many believe it overemphasizes the concept of memorization and facts which diminishes other important skills such as problem-solving and creativity (Saunders & Wong, 2020).  

Constructivism 

The constructivism and cognitivism models overlap with each other to a certain degree. Constructivism proposes that individuals create knowledge and meaning through their interactions with the world. Opposed to behaviorism, this learning model acknowledges the role of prior knowledge in learning, believing that individuals interpret what they experience within the framework of what they already know (Saunders & Wong, 2020). This relies on individuals and groups interacting with each other and contributing to the collective knowledge of information and beliefs. 

However, if new information is learned that does not fit into what students already know, they experience “disequilibrium or cognitive conflict”, and must adapt by accommodating the new information (Saunders & Wong, 2020). This is highly encouraged since it challenges students’ prior knowledge and allows them to think critically while implementing problem-solving techniques. In a classroom setting, the pursuit of student questions and interests is valued, learning is interactive, primary sources are utilized, group work is prioritized and knowledge is seen as dynamic (Office of Curriculum, n.d.). One of the most common examples of this is cooperative learning, where students choose or are placed into small groups to maximize their own and each other’s learning. 

Information Literacy & The Digital Divide 

Information literacy is the ability to effectively access and evaluate information for a given need (Hirsh, 2022). It is an integrated set of skills and knowledge which has evolved as technology has become more prominent. The goal of information literacy is to help patrons acquire lifelong learning skills. Nowadays, most information has a digital element to it. This requires the user to possess basic technology skills. Academic librarians can spend as much as 50% of their time dedicated to instruction (Hirsh, 2022). This instruction usually has a strong focus on research skills within a digital environment. 

With technology comes a barrier to accessing it with the ongoing cost of equipment and connection. For some, the public library is the only venue to explore emerging technologies and cultivate digital literacy skills (Hirsh, 2022). This is known as the digital divide, which keeps disadvantaged communities from advancing socially and economically. Factors include possessing, or a lack thereof, a computer or smartphone in addition to having access to information on the web. In 2019, a study was conducted by the Organization for Economic Co-operation and Development (OECD) which measured proficiency in three information-processing skills: literacy, numeracy, and problem-solving in technology-rich environments. This study concluded that one-third of Americans lack the basic digital skills that are needed to engage successfully in the modern economy (Organization for Economic Co-operation and Development, 2019).