Learning Experiences

Statement of Competency:
Design collaborative or individual learning experiences based on learning principles and theories.

Introduction

Learning is a central function of library and information science (LIS), extending beyond formal instruction into everyday interactions, digital tools, and user-centered services. Competency K focuses on the ability to design learning experiences that are grounded in established learning theories and responsive to user needs. Information professionals must understand how people learn in order to create environments and resources that support meaningful engagement and knowledge development.

Learning theories provide a foundation for this work. Constructivist theory emphasizes that learners actively build knowledge through experience, connecting new information to prior understanding (Booth, 2011). This is especially relevant in LIS settings, where users often learn through exploration and guided interaction rather than structured instruction alone. Cognitivist perspectives further highlight the importance of organizing information in ways that support comprehension and reduce cognitive overload, particularly when introducing new systems or tools (Hirsh, 2022; Mayer, 2009).

Motivation is also a key component of effective learning. Self-Determination Theory suggests that learners are more likely to engage when they experience autonomy, competence, and connection (Ryan & Deci, 2000). Similarly, Kuhlthau’s Information Search Process highlights how uncertainty, confidence, and emotional experience influence how individuals engage with information over time (Kuhlthau, 2004). In LIS environments, this means designing learning experiences that are not only informative, but also supportive and responsive to user needs.

Information literacy frameworks reinforce this learner-centered approach. The Association of College and Research Libraries (ACRL, 2016) positions learning as an ongoing process that involves critical thinking and reflection rather than the simple acquisition of discrete skills. Bates (2017) further emphasizes that learning is iterative and exploratory, particularly in digital environments where users navigate complex systems and information landscapes. These perspectives highlight the importance of designing learning experiences that allow for discovery, flexibility, and engagement.

Technology has also transformed how learning experiences are designed and delivered in LIS. Libraries increasingly function as participatory and interactive learning spaces, where users engage with information through digital tools and collaborative environments (Stephens, 2022; Fisher & Fulton, 2022). This shift requires information professionals to design instruction that is not only clear and accessible, but also adaptable to evolving technologies and user expectations.

Designing effective learning experiences in LIS requires both theoretical understanding and practical application. Whether through instructional videos, interactive tools, or user-centered services, information professionals must consider how users engage with content and how those interactions support learning. Through my coursework, I have applied these principles across multiple contexts, demonstrating my ability to design learning experiences that are intentional, accessible, and grounded in theory.

Evidence

My understanding of how to design effective learning experiences developed through coursework that required me to create instructional content, apply learning theory, and consider how users interact with information in different environments. The following artifacts demonstrate my ability to design learning experiences across digital instruction, emerging technologies, and learner-centered frameworks.

Artifact #1

PressReader Instructional Screencast (INFO 287: Library Services in the Digital Age)

Justification

This artifact demonstrates my ability to design a structured learning experience using digital media. In this project, I created a screencast demonstrating how to use a library card to access PressReader and navigate digital magazine collections.

The video required me to break down the process into clear, sequential steps so that users could follow along and apply what they learned. This reflects cognitivist learning principles, as the structure reduces confusion and supports comprehension when interacting with a new system (Hirsh, 2022). At the same time, the screencast supports constructivist learning by encouraging users to actively engage with the platform as they learn.

This project also reflects my own learning process as I developed new technical skills using Camtasia, I experimented with different recording and narration approaches before refining the final product. This iterative process mirrors instructional design principles, where testing and revision are necessary to improve clarity and usability.

This artifact supports Competency K by demonstrating my ability to design a practical, user-centered learning experience that supports skill development through clear instruction and guided interaction.

Artifact #2

Generative AI Prompt Design (INFO 287: Library Services in the Digital Age)

Justification

This artifact demonstrates my ability to design a learning experience that incorporates emerging technologies. In this assignment, I applied the “Fact Check List Pattern” to structure a prompt that required both summarization and verification of information.

The design of this prompt reflects intentional learning principles by guiding users to not only consume information but also critically evaluate it. By requiring the identification of verifiable claims and source validation, the activity supports higher-order thinking and aligns with information literacy goals (ACRL, 2016).

This artifact also demonstrates how learning experiences can be embedded within tools rather than delivered as traditional instruction. The prompt itself functions as a learning scaffold, encouraging users to engage with content more critically and thoughtfully.

This artifact supports Competency K by showing my ability to design learning experiences that integrate technology, promote critical thinking, and respond to evolving information environments.

Artifact #3

Well-Being Philosophy and Learning Environment Design (INFO 282: Positive Psychology)

Justification

This artifact demonstrates my understanding of how motivation and well-being influence learning. In this assignment, I developed a well-being philosophy that emphasizes balance, mindfulness, and connection within learning environments.

The work highlights that learning is shaped not only by content but also by emotional and social factors. By incorporating principles such as self-care, engagement, and community support, the artifact reflects Self-Determination Theory and the importance of creating environments where learners feel capable and supported (Ryan & Deci, 2000).

Additionally, this artifact connects to the design of learning environments rather than individual instruction. It demonstrates my ability to think about how systems, expectations, and interactions influence learning outcomes, particularly in virtual and remote settings.

This artifact supports Competency K by showing my ability to apply learning theory to the design of environments that promote engagement, motivation, and long-term learning.

Conclusion

Through these artifacts, I have developed the ability to design learning experiences that are grounded in theory and responsive to user needs. My work demonstrates that learning in LIS occurs across multiple contexts, including digital instruction, emerging technologies, and user-centered environments. By applying principles from constructivism, cognitivism, and motivational theory, I have created learning experiences that support engagement, accessibility, and understanding.

As I move forward in my career, I will continue to design learning experiences that are intentional and adaptable to evolving technologies and user needs. To remain current, I will engage with professional resources such as the ACRL Framework and ongoing scholarship in instructional design and information literacy, ensuring that my approach to learning remains effective and relevant.

References

Association of College and Research Libraries. (2016). Framework for information literacy for higher education.

Bates, M. J. (2017). Information searching theory and practice. Journal of the Association for Information Science and Technology.

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

Fisher, K. E., & Fulton, C. (2022). Information communities. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed.). Rowman & Littlefield.

Hirsh, S. (2022). Information services today: An introduction (3rd ed.). Rowman & Littlefield.

Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services (2nd ed.). Libraries Unlimited.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

Stephens, M. (2022). The hyperlinked library. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed.). Rowman & Littlefield.