Competency K: design instructional programs based on learning principles and theories

“Core Competency K — design instructional programs based on learning principles and theories.”

Introduction

Often in our roles as information specialists, librarians scaffold information seekers in acquiring knowledge. We assist our patrons in navigating databases and finding sources of the information they need. We promote literacy and reading in children by planning and running story times and book clubs for children, teens and adults. In that way, we may be considered part of a system of education, but there are also more specific ways in which we can create programs and environments conducive to learning. One way in which librarians can take a proactive role in education is in the design and management of Mass Open Online Course (MOOC) programs as was discussed earlier (see Competency B and B_Evidence_2).  There are also smaller scale ways in which we can plan and create programs designed to educate. While there is a tendency is to think of this competency in terms of school libraries or academic libraries, my personal experience in this area is within the context of a public community library and in my coursework at San Jose State University.

Reading makes better writers

Reading leads to learning. One of the most circulated materials in our library is the graphic novel. Whether Japanese manga, DC, Dark Horse, or Marvel, the comic or graphic novel is one of the most popular genres among children, teens, and even quite a few adults. In the mid-20^th century when comic books were denigrated, librarians saw that, as long as  children were reading something, comics were as good as anything. The point was, children were reading. Barbara Gordon, aka “Batgirl” is a librarian, as is Noah Wyle’s Flynn Carsen from the “Librarian” series. When I was called upon to create a lesson plan for a third grade reading class, I thought of the popularity of these materials and I created the superhero writing prompt based upon what the children were already reading and enjoying (K_Evidence_1). The prompt can easily be adapted to fit a book club activity or a story time program.

Storytelling

Storytelling is another way for librarians to participate in the learning process. In commemoration of Native American Heritage Month last year, our branch of the county library system hosted Rose "Arrow Bear" Figueroa who led a workshop in making storyteller dolls. She and her daughter and grandchildren each took turns explaining each bit of lore surrounding the dolls and telling folktales from their own Native American Tradition as we worked with the red clay to make the dolls.  For Chinese New Year, Barbara Wong came and told Chinese folk tales and taught everyone who attended Chinese characters. storytelling can inspire literacy. In addition to each program, our library prepares a cart of books which have stories that are related to the theme of the programs, books that have similar stories to the ones told by the storyteller. By showcasing these books while interest is high as a result of the storyteller's performance, circulation increases, reading increases and familiarity with whatever the theme, whether cultural, literary, or celebrating the works and life of a specific author or authors (like Dr. Seuss week in March) increases. I wrote a paper that discusses the educational value of storytelling (see K_Evidence_2).

Playing with poetry

April is National Poetry Month. Poetry is probably the least circulated and most underappreciated of materials in our library. To draw attention to poetry, I created a bulletin board (K_Evidence_3) and a book display and I invented an interactive game to encourage our patrons to check out some poetry books. The board and the game invited our patrons to “Match the Poet to the Poem.” I printed out the names of poets and the titles of their poems in jumbled orders and I told people that the answers to the game were in the poetry books on display. At the end of the month, I arranged the poem titles so that they matched the poets on the board. People told me it was challenging and fun. Next year, I may just challenge people to try writing their own poems.

Conclusion

Librarians are in a wonderful position to create instructional programs. Not only do we know how to research, part of our role is already to assist people in becoming “information literate.”  I have always associated books and libraries with learning and education. I can see myself planning instructional programs that promote literacy of all kinds.