Competency K ~
Design training programs based on appropriate learning principles and theories.
Statement
"I imagine a library as an intricate system of scaffolds - human scaffolds - that I will utilize most during these formative years of my career, and as I begin to build my arsenol of knoweledge, I will gradually break away the scaffolding until I am able to stand confident and unwavering and ready to accept my own role as human scaffold."
My studies in the SLIS program have taken me in many different directions of discovery. I have learned about the history of books and libraries, about archival techniques and best practices, about records management, public verses academic librarianship, about what it means to be a correctional librarian, and I've learned how to design programs and services for youth patrons. What I quickly realized as I progressed through the program is that every facet of librarianship includes some form of instruction whether we are instructing library patrons (of all ages) or colleagues for training purposes. This semester, my last semester in the program, I was introduced to the role that children's librarians play in the development of children's literacy and learning strategies. Specifically, an article I read by Elizabeth Danley (2003) titled "The Public Children's Librarian as Educator" introduced me to the scaffolding learning theory. In her article, Danley discusses a shift from behaviorist methods of teaching to more constructivist methods which include scaffolding theory. The behaviorist approach does not recognize scaffolding and is characterized by the following:
1. External rewards that motivate the learner.
2. Knowledge is what the teacher has to impart on the student.
3. Content and strategy are imposed on the learner by the teacher.
4. The curriculum is organized along a preset sequence that students follow.
5. The success of learning is measured by change in observable behavior.
6. The common measurement tool is the standardized test.
(Danley, 2003, p. 98)
On the other hand, constructivists believe that knowledge is "built by the learner from hands-on experience in realistic settings and enhanced by collaboration with a more knowledgeable other person who acts as a guide" (p. 98). From a constructivist viewpoint, learning is best facilitated through collaboration and a gradual shift of control from the guide to the student. The ultimate goal is for the student to develop self-directed learning strategies. This idea of the social influence of the adult guide on the child's ability to learn and problem-solve was first intruduced by Lev Vygotsky in his studies of cognitive theory. In what is called the zone of proximal development, children can learn to problem-solve with guidance from someone more capable and knowledgeable. In other words, if we place the learner in a zone just beyond his or her present capabilities, we challenge him or her to learn, to grow, and to move beyond what is already known to a full mastery of the target skill (Callison, 2001). When working with children, using the scaffolding technique helps to develop a level of competency that fosters a child's autonomy and confidence to take on more challenging tasks.
According to Danley (2003), three conditions must exist for effective scaffolding to occur: (1) the learner must be able to participate in the activity from the beginning; (2) the learner must be able to do more and more of the activity without assistance; and (3) the scaffold must be adjustable to the learner's changing capabilities (p. 98). To further demonstrate how librarians can provide scaffolding for young patrons, Dalney breaks down several interdependent elements previously explored by Wood, Bruner, and Ross and Applebee and Langer (1976). Those elements include:
Attention - By genuinely interacting with the learner, the librarian strategically places herself and the library within the
world of the learner.
Ownership - The librarian must find a way to make the learning task matter on a personal level for the learner. It is the
librarian's job to not only avoid taking control of the interaction, but to also make great efforts to engage the learner
in each step of the learning and decision-making process.
Collaboration - There must be a shared understanding of the goal of the interaction. Learner and librarian work
together to figure out the who, what, where, and when of the query before moving on to explore the question.
Appropriateness - This refers to the librarian's ability to determine the appropriate level of intervention through
question-negotiation. Through the reference transaction and question-negotiation process, the librarian will know the
point at which to intervene and the level of scaffolding to provide.
Modeling - The librarian must make a conscious effort to think out loud and demonstrate search stretegies for the
learner to use. The librarian must demonstrate the procedure of focusing on, clarifying, locating, and extracting
information. The librarian's interest in the learner's needs gains the trust of the learner which makes modeling
possible. When modeling takes place, the learner progresses towards taking responsibility for the task's
accomplishment.
Support - This can manifest physically (atmosphere), intellectually (dialogue), or emotionally (encouragement). Without
an established support system, scaffolding is not possible.
Adjustment & Internalization - When scaffolding is successful, the learner gradually adjusts by withdrawing unneeded
assistance. Likewise, the librarian adjusts the support she perceives is needed by the learner. When scaffolding is
complete, it is hoped that the learner will internalize the learning that took place and continue on a self-directed path.
(as cited in and adapted from Danley, 2003, p.99)
Librarians who employ the constructivist approach of scaffolding help to build strong, independent, lifelong learners. The idea of the human scaffold can be applied to all types of learners in all types of circumstances. My discussion below will serve as my evidence and will demonstrate how I was able to adapt the scaffolding teaching method for adult tutoring. What is unique about this experience is that this volunteer position occurred more than a year before I learned about what it means to be a human scaffold, which only reaffirms my decision to become a public librarian.
Evidence
During the months of August, 2008 - February, 2009, I held a volunteer position at my local public library, the Solano County Library Fairfield Civic Center branch. My duties were to instruct the public in basic computer literacy and to help patrons refine and build upon their computer skills. I held tutoring sessions on Mondays between the hours of 6-8pm. While I was not tasked to design a training program, I was given free range to tutor in whatever style I felt appropriate and that I was comfortable with. This was my first experience with tutoring others, so I really did not know how to approach it; I was not trained by the librarian. So, I quickly made the decision to treat each session as unique and assess the needs of each patron as they were presented to me. I succeeded in tutoring several adults, and I always welcome the opportunity to reflect on the experiences because my success as a tutor has helped to carry me through the SLIS program. Below is the format my tutoring sessions would typically follow:
1. I showed interest in the patron by greeting him or her with a smile, a hand shake, and by introducing myself.
2. As we sat in front of the computer station, I would converse with the patron briefly about what I do as a volunteer
and then begin to ask questions about what kind of assistance is needed.
3. I would listen to the concerns of the patron, and pay close attention for any uncertainty in demeanor, hesitation in
speech, or lack of eye contact. Having a sense of the comfort level of the patron helped me to adjust the level of
scaffolding I would need to provide (a concept I formally understand now, but did not during my time as a volunteer).
4. Once the patron expressed to me what they would like to learn, I would repeat what I understood to be the question
so that we could establish a clear focus for the instruction.
5. At this point, I would ask the patron what they know about the subject, and I always made sure to reinforce that
knowledge by showing the patron how we can build upon the knowledge they already have.
6. I would never take control of the computer. I would point at the screen and have the patron use the mouse to get us
where we needed to go. Some patrons had difficulty with using the mouse, and showed great discomfort when
engaged in this activity. Often, I would begin sessions with "mouse use" tutorials which proved to be very effective
teaching tools.
7. I communicated clearly and avoided the use of library/computer jargon.
8. By being patient, I earned the trust of the people I was tutoring. If I were to appear frustrated or impatient, I could
have caused patrons to retreat and cease communication making it almost impossible to continue the session. If
patrons feel alienated, it is possible that they will decide to discontinue use of the library altogether.
9. I would always encourage patrons to use computers as often as they can so they can practice the
skills learned duting each session. By internalizing what they learn and using the skills on their own, learners develop
the confidence needed to direct their own learning.
By instructing in a way that felt natural to me, I unknowingly became a human scaffold, and this is something I am very proud of today. Many of the adults I trained were able to internalize what I taught them and begin to use computers on their own; it was very satisfying to witness their progress. I believe a successful librarian will develop the skills necessary to be an effective educator, because like it or not, that is what we do. Whether we are dealing with the public, school children, teens, college students, special user groups, or our peers, we are obligated to fulfill this role. There are many resources available for librarians to learn about learning and how to apply learning theory in the library setting. It does our patrons a great disservice if we do not utilize these resources. I am happy to accept the role of human scaffold because I want to help the members of my community become self-directed, lifelong learners. And so, I will end this discussion with a quote from Sharon Markless (2002) in which she defines what scaffolding means to her. My intet in ending this way is to show that scaffolding learning theory is interpreted differently by different thinkers, and as long as the basic principles of scaffolding remain consistent, learning outcomes will be similar across the board.
Learning occurs most effectively when learners are able to 'scaffold up' from what they already know and can do. This
means providing the opportunity very early in a session to enable the learners to tell you, or preferable to show you,
the search strategies that they already use. Discussion about how to enhance existing strategies - the bits to change - is
much more likely to be internalized when it builds on what learners already know. (p. 4)
References
Callison, D. (2001). Scaffolding. School Library Media Activities Monthly, 17 (6), 37-39.
Danley, E. (2003). The public children's librarian as educator. Public Libraries, 42 (2), 98-101.
Markless, S. (2002). Learning about learning rather than about teaching. 68th IFLA Council and General Conference.
(see attachment below)
Evidentiary Material
Volunteer - August, 2008 - February, 2009
Solano County Library, Fairfield Civic Center Branch
1150 Kentucky Street
Fairfield, CA 94533
www.solanolibrary.com
"I imagine a library as an intricate system of scaffolds - human scaffolds - that I will utilize most during these formative years of my career, and as I begin to build my arsenol of knoweledge, I will gradually break away the scaffolding until I am able to stand confident and unwavering and ready to accept my own role as human scaffold."
My studies in the SLIS program have taken me in many different directions of discovery. I have learned about the history of books and libraries, about archival techniques and best practices, about records management, public verses academic librarianship, about what it means to be a correctional librarian, and I've learned how to design programs and services for youth patrons. What I quickly realized as I progressed through the program is that every facet of librarianship includes some form of instruction whether we are instructing library patrons (of all ages) or colleagues for training purposes. This semester, my last semester in the program, I was introduced to the role that children's librarians play in the development of children's literacy and learning strategies. Specifically, an article I read by Elizabeth Danley (2003) titled "The Public Children's Librarian as Educator" introduced me to the scaffolding learning theory. In her article, Danley discusses a shift from behaviorist methods of teaching to more constructivist methods which include scaffolding theory. The behaviorist approach does not recognize scaffolding and is characterized by the following:
1. External rewards that motivate the learner.
2. Knowledge is what the teacher has to impart on the student.
3. Content and strategy are imposed on the learner by the teacher.
4. The curriculum is organized along a preset sequence that students follow.
5. The success of learning is measured by change in observable behavior.
6. The common measurement tool is the standardized test.
(Danley, 2003, p. 98)
On the other hand, constructivists believe that knowledge is "built by the learner from hands-on experience in realistic settings and enhanced by collaboration with a more knowledgeable other person who acts as a guide" (p. 98). From a constructivist viewpoint, learning is best facilitated through collaboration and a gradual shift of control from the guide to the student. The ultimate goal is for the student to develop self-directed learning strategies. This idea of the social influence of the adult guide on the child's ability to learn and problem-solve was first intruduced by Lev Vygotsky in his studies of cognitive theory. In what is called the zone of proximal development, children can learn to problem-solve with guidance from someone more capable and knowledgeable. In other words, if we place the learner in a zone just beyond his or her present capabilities, we challenge him or her to learn, to grow, and to move beyond what is already known to a full mastery of the target skill (Callison, 2001). When working with children, using the scaffolding technique helps to develop a level of competency that fosters a child's autonomy and confidence to take on more challenging tasks.
According to Danley (2003), three conditions must exist for effective scaffolding to occur: (1) the learner must be able to participate in the activity from the beginning; (2) the learner must be able to do more and more of the activity without assistance; and (3) the scaffold must be adjustable to the learner's changing capabilities (p. 98). To further demonstrate how librarians can provide scaffolding for young patrons, Dalney breaks down several interdependent elements previously explored by Wood, Bruner, and Ross and Applebee and Langer (1976). Those elements include:
Attention - By genuinely interacting with the learner, the librarian strategically places herself and the library within the
world of the learner.
Ownership - The librarian must find a way to make the learning task matter on a personal level for the learner. It is the
librarian's job to not only avoid taking control of the interaction, but to also make great efforts to engage the learner
in each step of the learning and decision-making process.
Collaboration - There must be a shared understanding of the goal of the interaction. Learner and librarian work
together to figure out the who, what, where, and when of the query before moving on to explore the question.
Appropriateness - This refers to the librarian's ability to determine the appropriate level of intervention through
question-negotiation. Through the reference transaction and question-negotiation process, the librarian will know the
point at which to intervene and the level of scaffolding to provide.
Modeling - The librarian must make a conscious effort to think out loud and demonstrate search stretegies for the
learner to use. The librarian must demonstrate the procedure of focusing on, clarifying, locating, and extracting
information. The librarian's interest in the learner's needs gains the trust of the learner which makes modeling
possible. When modeling takes place, the learner progresses towards taking responsibility for the task's
accomplishment.
Support - This can manifest physically (atmosphere), intellectually (dialogue), or emotionally (encouragement). Without
an established support system, scaffolding is not possible.
Adjustment & Internalization - When scaffolding is successful, the learner gradually adjusts by withdrawing unneeded
assistance. Likewise, the librarian adjusts the support she perceives is needed by the learner. When scaffolding is
complete, it is hoped that the learner will internalize the learning that took place and continue on a self-directed path.
(as cited in and adapted from Danley, 2003, p.99)
Librarians who employ the constructivist approach of scaffolding help to build strong, independent, lifelong learners. The idea of the human scaffold can be applied to all types of learners in all types of circumstances. My discussion below will serve as my evidence and will demonstrate how I was able to adapt the scaffolding teaching method for adult tutoring. What is unique about this experience is that this volunteer position occurred more than a year before I learned about what it means to be a human scaffold, which only reaffirms my decision to become a public librarian.
Evidence
During the months of August, 2008 - February, 2009, I held a volunteer position at my local public library, the Solano County Library Fairfield Civic Center branch. My duties were to instruct the public in basic computer literacy and to help patrons refine and build upon their computer skills. I held tutoring sessions on Mondays between the hours of 6-8pm. While I was not tasked to design a training program, I was given free range to tutor in whatever style I felt appropriate and that I was comfortable with. This was my first experience with tutoring others, so I really did not know how to approach it; I was not trained by the librarian. So, I quickly made the decision to treat each session as unique and assess the needs of each patron as they were presented to me. I succeeded in tutoring several adults, and I always welcome the opportunity to reflect on the experiences because my success as a tutor has helped to carry me through the SLIS program. Below is the format my tutoring sessions would typically follow:
1. I showed interest in the patron by greeting him or her with a smile, a hand shake, and by introducing myself.
2. As we sat in front of the computer station, I would converse with the patron briefly about what I do as a volunteer
and then begin to ask questions about what kind of assistance is needed.
3. I would listen to the concerns of the patron, and pay close attention for any uncertainty in demeanor, hesitation in
speech, or lack of eye contact. Having a sense of the comfort level of the patron helped me to adjust the level of
scaffolding I would need to provide (a concept I formally understand now, but did not during my time as a volunteer).
4. Once the patron expressed to me what they would like to learn, I would repeat what I understood to be the question
so that we could establish a clear focus for the instruction.
5. At this point, I would ask the patron what they know about the subject, and I always made sure to reinforce that
knowledge by showing the patron how we can build upon the knowledge they already have.
6. I would never take control of the computer. I would point at the screen and have the patron use the mouse to get us
where we needed to go. Some patrons had difficulty with using the mouse, and showed great discomfort when
engaged in this activity. Often, I would begin sessions with "mouse use" tutorials which proved to be very effective
teaching tools.
7. I communicated clearly and avoided the use of library/computer jargon.
8. By being patient, I earned the trust of the people I was tutoring. If I were to appear frustrated or impatient, I could
have caused patrons to retreat and cease communication making it almost impossible to continue the session. If
patrons feel alienated, it is possible that they will decide to discontinue use of the library altogether.
9. I would always encourage patrons to use computers as often as they can so they can practice the
skills learned duting each session. By internalizing what they learn and using the skills on their own, learners develop
the confidence needed to direct their own learning.
By instructing in a way that felt natural to me, I unknowingly became a human scaffold, and this is something I am very proud of today. Many of the adults I trained were able to internalize what I taught them and begin to use computers on their own; it was very satisfying to witness their progress. I believe a successful librarian will develop the skills necessary to be an effective educator, because like it or not, that is what we do. Whether we are dealing with the public, school children, teens, college students, special user groups, or our peers, we are obligated to fulfill this role. There are many resources available for librarians to learn about learning and how to apply learning theory in the library setting. It does our patrons a great disservice if we do not utilize these resources. I am happy to accept the role of human scaffold because I want to help the members of my community become self-directed, lifelong learners. And so, I will end this discussion with a quote from Sharon Markless (2002) in which she defines what scaffolding means to her. My intet in ending this way is to show that scaffolding learning theory is interpreted differently by different thinkers, and as long as the basic principles of scaffolding remain consistent, learning outcomes will be similar across the board.
Learning occurs most effectively when learners are able to 'scaffold up' from what they already know and can do. This
means providing the opportunity very early in a session to enable the learners to tell you, or preferable to show you,
the search strategies that they already use. Discussion about how to enhance existing strategies - the bits to change - is
much more likely to be internalized when it builds on what learners already know. (p. 4)
References
Callison, D. (2001). Scaffolding. School Library Media Activities Monthly, 17 (6), 37-39.
Danley, E. (2003). The public children's librarian as educator. Public Libraries, 42 (2), 98-101.
Markless, S. (2002). Learning about learning rather than about teaching. 68th IFLA Council and General Conference.
(see attachment below)
Evidentiary Material
Volunteer - August, 2008 - February, 2009
Solano County Library, Fairfield Civic Center Branch
1150 Kentucky Street
Fairfield, CA 94533
www.solanolibrary.com
sharonmarkless_learningaboutlearning.pdf | |
File Size: | 197 kb |
File Type: |