Assisting Adult Learners in the Library

1
Assisting Adult Learners in the Library

• How Do We Learn? Contributions of Learning
  Theory to Reference Service and Library
  Instruction
  
• Loriene Roy and Eric Novotny
• The Reference Librarian 69/70 (2000) 129-139
• Presented by Sherri Brown
• Masters Student, School of Information
• November 14, 2006

2
Overview

• Two major learning theories considered
• Four factors that affect learning and how to
  adjust your teaching or assistance accordingly
  
• Five suggestions of how to use learning theories
  to benefit your adult learners.

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Behavioral Theories of Learning

• We learn by receiving cues from our environment.
  
  
• If we receive positive feedback, we will repeat
  an action.
  
• Learner as passive recipient
• Instructor takes active role
• Learning objectives are necessary to measure
  progress

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Behavioral Theories applied to Instruction

• Instruction is most effective when
• Teachers present the materials in small steps,
• The material is designed to elicit an observable
  response,
  
• Instructors provide immediate feedback on the
  learners responses, and
  
• Learners move through the material at their own
  pace (131).
  
• Good for Simple Tasks Memorization, Declarative
  Knowledge

5
Cognitive Theories of Learning

• Learning is a process of relating new material to
  prior knowledge
  
• Learner is an active participant in integrating
  new information
  
• Instructor facilitates learning and helps
  learners to organize information

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Cognitive Theories applied to Instruction

• The optimum learning environment is one that
  utilizes active learning techniques such as group
  discussions (132).
  
• Good for Complex Tasks Interpretation,
  Evaluation, Comparison
  

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Four Factors Affecting Learning (And what to do
about them)

• Attention students attention spans differ
• Vary movements and types of instruction.
• Perception students perceptions of things
  differ based on prior experiences
  
• Relate new information to what the learner
  already knows or expects.
  
• Memory Information needs to be entered in long
  term memory to be retained (134).
  
• Organize information into related categories and
  make explicit connections between old and new
  information.
  
• Contiguity and Practice The more time spent on
  activity, the better it will be remembered.
  
• Relate information to situation or context, and
  make learner practice, practice, practice!

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Suggestions on How to Help your Adult Learners

• Employ multiple teaching strategies in
  presenting information (136)
  
• Example interactive online tutorials
• 2. Adjust to the Learners Level of Need (136)
• Try to gauge what kind and how much help the
  learner needs.

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Suggestions on How to Help your Adult Learners
(continued)

• Help learners in transferring knowledge.
• Be explicit about how a particular search
  strategy might work across several databases.
  
• Allow learners to share their knowledge.
• Ask questions about learners prior knowledge in
  a given area. Encourage active participation.
  
• Help learners learn how to learn
• Stay current on literature and attend the Reading
  Group!

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Discussion

• Can you think of specific instances when
  behavioral learning theories might be applied in
  your daily interaction with learners?
  
• How might you apply cognitive learning theories
  in your instruction?

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Discussion (2)

• Do you have any techniques that youve found work
  well in holding learners attention?
  
• Any memory-aids that you have found useful in
  helping learners?
  
• How might you approach learners differently after
  reading this article?