Constructive Development of Pedagogy and Praxis in Library Instruction

Moving beyond learning the flexibility of teaching/learning styles, objects, and applications, we lead to systematic instructional philosophies that form and guide Library Instruction. As with each discipline, Library Instruction is built on a core system of pedagogy and praxis that includes distinguished educational theory that covers learning, instruction, and curriculum. I was excited to further explore the Cognitive “Major Theoretical School”, which is one of the three major schools of thought, for Library Instruction Practitioners, according to the text, Reflective Teaching, Effective Learning: Instructional Literacy for Library Education, written by Char Booth in 2011, for the American Library Association of Chicago (Booth, 2011).

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Victor C. X. Wang wrote an article for the International Forum of Teaching and Studies that explores the historical developments of learning theories and the lasting developments and significance for the roles and relationships amongst teachers and learners (Wang, 2012). Conrad Hughes provides guidance on the importance of passionate practice and exchange among teachers & learners alike; but warns of competing environmental elements detracting from the capabilities of producing mutually exciting learning, instruction, and curriculum (Hughes, 2012). As an Educational Alchemist, of Library Instruction, I will consider heavily, the flexibility required in matching teaching and learning styles with the appropriate, hands on objects that construct a model of instructional design and integrates an “a la carte” for the planning, design, and development of individualistic pedagogy and praxis in the field of Library Instruction.


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References


Booth, C. (2011). Reflective teaching effective learning instructional literacy for library educators. Chicago: American Library Association.

Hughes, C. (2012, June 14). Passion for beauty: a model for learning. Creative education, pp. 334-341.

Wang, V. X. (2012). Understanding and promoting learning theories. Understanding and promoting learning theories, 5-12.