Design Training Programs Based on Appropriate Learning Principles and Theories Information Literacy Instruction

ILI

Information literacy instruction (I LI) is the process of instructing people how to use information resources in order to effectively search for and retrieve information. Thus, librarians have been teachers and instructors for many years. ILI can be most effective if the teacher (librarian) engages in the most efficient means of instruction. This method of instruction is most effective if it includes empirically validated the learning principles, active learning techniques, and incorporates principles of constructionism. Constructivism attempts to account for how knowledge is conceptualized when new information merges with existing knowledge or belief systems. Thus, new information is recreated within the individual in order to allow the person to adapt to the world. According to this viewpoint, which has its origins in cognitive psychology, constructs are filters that the person uses to merge with new information in order to create meaning and order in the person's subjective experience.

Thus, librarians (teachers) should consider both general and specific aspects of the learner. Constructionism considers learners to be self -- motivated and innovative. The purpose of ILI should be to foster learning through innovative analysis, providing new information, and fusing this with the learner's prior experience in order to build on the learner's existing knowledge/beliefs. Constructionist principles would suggest that the librarian be a sort of mentor to the learner. This includes helping the student arrived at their own conclusions regarding incorporation of new knowledge with existing beliefs. Therefore the cultural background of the learner is quite important to allow the librarian (instructor) to help the learner incorporate new knowledge. Constructionist viewpoints of learning incorporate social construction into the learning process. This viewpoint also helps to increase the effectiveness of active learning principles by allowing the learner to readily identify with unfamiliar information and to incorporate it into their own viewpoint or understanding.

Some of the most effective active techniques and principles to learn and promote positive learning experiences in the classroom come from behavioral psychology. Teachers can implement techniques based on behavioral modification techniques in their classrooms by first setting guidelines as to what is to be accomplished that are straightforward and then by reviewing these guidelines as they are approached and accomplished. The general principles of behaviorism suggest that behaviors that are reinforced have a higher probability of being repeated, whereas behaviors that are not reinforced or punished are associated with a higher probability of NOT being repeated.

Therefore, the first step in applying active behavioral principles to the ILI situation to set and apply a specific set of goals that the learner will attempt to complete and use these goals appropriately. These goals should be clear-cut and set at the beginning of each instructional session. Goals should also be written or highly visible to allow the learner to review and to refer to. Teachers should also emphasize why each goal is important and explain the consequences of completing or not completing each goal. Without very specific and clear-cut goals teachers should not expect any goals to be reached or any significant learning to occur.

ILI can also enact a reinforcement system for reaching goals. The famous behaviorist B.F. Skinner believed that reinforcing positive behaviors was much more effective in obtaining positive behaviors than punishing negative behaviors, thus learning is more successful if reinforcement occurs often. Reinforcement can consist of any number of "rewards" that can serve to motivate students to move forward. According to constructionist theory for many students simply learning new information should be reinforcing to the motivated learner. Teachers can add to this by reinforcing a student's accomplishments with praise or with the aforementioned system of pointing out when goals are accomplished. Simple praises from the teacher, tokens that can be cashed in at the end of the session for a prize, praise from peers, or any other positive item that the particular student will find rewarding can suffice. Sometimes, but not always, having students engage in a friendly competition to see who can reach goals more quickly can result in learning; however, it is important to understand which students will respond best to competition or to be very careful with competition of this type so as to ensure that every student involved is reinforced for achieving or putting forth effort. Another good behavioral strategy for the teacher to use is to have the student point out their own accomplishments regarding the completion of goals in order to help the teacher keep track of them. This further reinforces the desired behavior in the student and also develops rapport between the student and the teacher. Such rapport can facilitate the ILI program.