For simple tasks, such as showing patrons how to use library equipment (copiers, printers, microform readers, etc.) or locate a particular book on the shelves, behaviorist instruction is likely to be sufficient, particularly if either librarian or patron is under a time constraint. That is not to say that behaviorist instruction has no place in a librarian’s toolbox. In the manner of Pavlov and his dogs, “learning is demonstrated when a correct response (answer) is given to a particular stimulus (question)” (Booth, 2014, p. Essentially, this type of instruction involves passive learning in the form of teachers providing information and students absorbing it through repetition. In many ways, this echoes Freire’s “banking concept” in which “teacher’s make daily deposits of knowledge in students’ heads” (Elmborg, 2006, p. 36).īehaviorist instruction considers learners to be vessels that can be filled with knowledge. provide the background for instructional techniques” (Booth, 2014, p. Understanding the principles of the most prevalent learning theories is important because “learning theories examine why and how knowledge is formed. No matter what form teaching takes, it is important for librarians to be familiar with learning principles and theories that will inform the way they provide instruction to patrons. Teaching may involve face-to-face contact with one or many patrons or it may involve designing virtual training sessions or tutorials to be used by patrons at the point of need. Teaching moments can be as simple as talking through the search strategy and process with patrons as the search is being performed during a reference transaction, or as complex as conducting learning sessions or classes that instruct users in more complex concepts of information discovery. Librarians are teaching when they show a patron how to locate a book using the online catalog and when they are conducting reference transactions. The Oxford English Dictionary (2016) defines teaching as “showing the way direction guidance.” This certainly describes the role of librarians in their quest to connect patrons with materials and information. Understand global perspectives on effective information practices that are supportive of cultural, economic, educational, or social well-being.Design instructional programs based on learning principles and theories. Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items Competency G – Catalogingĭemonstrate understanding of basic principles and standards involved in organizing information such as classification and controlled vocabulary systems, cataloging systems, metadata schemas or other systems for making information accessible to a particular clientele Competency H – Technologyĭemonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies Competency J – Informationĭescribe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information Competency K – Teachingĭesign collaborative or individual learning experiences based on learning principles and theories Competency L – Researchĭemonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize research literature Competency M – Communicationĭemonstrate professional leadership and communication skills Competency N – EvaluationĮvaluate programs and services using measurable criteria Competency O – Global Perspective Statement of Core Competencies, SJSUĭemonstrate awareness of the ethics, values, and foundational principles of one of the information professions, and discuss the importance of those principles within that profession Competency B- Environmentĭescribe and compare different organizational settings in which information professionals practice Competency C – DemographicsĪrticulate the importance of designing programs and services supportive of diversity, inclusion, and equity for clientele and employees Competency D – ManagementĪpply the fundamental principles of planning, management, marketing, and advocacy Competency E – Databasesĭesign, query, and evaluate information retrieval systems Competency F – Collection Development
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