Harold Escalante Personal Teaching Philosophy

Harold Escalante
LIS688 Summer 2014
2 | Escalante

While researching quotes for my website I came upon one by Jim Henson that really struck a chord
with me, *Kids+ dont remember what you try to teach them. They remember what you are. As I reflect
now on theory and what I believe to be my teaching philosophy I realize that with a simple phrase Jim
Henson summed up the kind of instructor I hope to be, a memorable one. In her book Reflective
Teaching, Effective Learning, author Char Booth discusses the importance of enthusiasm in teaching. She
further goes on to say, Instructional literacy is in part a process of coming to believe in the value of
your own contributions and your ability to be memorable, which simply helps you be more there.
(Booth 2011)
Teaching, Learning, and Instructional Literacy in Information Organizations
When considering my teaching philosophy the first thing I had to figure out was the meaning of
teaching to me. This doesnt mean going by a textbook answer but personally what is teaching. Yes it is
the transfer of information but how does that occur? It is my opinion that teaching is engaging someone
and getting them to be invested in the information being offered. Furthermore it was important to
explore not just what I related to when it comes to providing instruction but also the schools of thought
that did not appeal to me as an instructor. Behaviorist instruction easily came to mind as a theory that I
did not care to model. Perhaps because this was the type of learning I most often came across as a
student but the idea of learning for the sake of a reward does not seem beneficial to me in the long run.
For example Thorndikes Law of Effect states that an act that is followed by a favorable effect is more
likely to be repeated in similar situations while an act that is followed by an unfavorable effect is less
likely to be repeated (Nietfeld n.d.). This seems simple enough but also too simple. I think what bothers
me most about this theory is that on the surface it doesnt take into consideration that learners are all
different and sometimes a reward isnt going to be enough to get someone to be an active participant of
your lesson. I think too often you hear of students memorizing answers and passages in order to pass
3 | Escalante

tests but once the class is over and time has passed the information is lost. Parents and students are too
focused on getting a good grade (reward) that they dont really process the information and truly learn.
As an instructor I am more interested in getting students involved. I want to have active
participation and I want to know that my students are learning because without having to prompt them
they are providing me with scenarios and answers that relate to the material at hand. I am currently not
a teacher but I do work with small children. Providing a story time might not seem like teaching but in
many ways it is and nothing is more rewarding than when a parent who comes to your story time on a
regular basis shares with you that their small child remembers the song or the story they heard during
the week. This is why the idea of Constructivist Instruction appeals the most to me. According to Booth
the constructivist educator should provide the conditions that stimulate thinking (Booth 2011). In
order to achieve this, the instructor must participate in the learning experience. In the case of my story
time that includes the parents, who are the childs first teacher. For this reason I stress and urge parents
to participate in the songs and activities that we do. I think that creating these memories is what can
lead to the creation of a successful teaching environment. More often than not it is the parents who are
active participants and sit on the floor with their child the ones who come back to me and tell me about
the connections their child has made outside of our story time. As Booth mentions constructivist
instruction involves creating authentic interactions in which learning is clearly situated within its real-
world application (Booth 2011).
Reflecting on what teaching means to me allowed me to delve into what learning means to me.
What do I look for when I am on the other side of the classroom? The thought of learning goes far
beyond just acquiring information but more so it is the process in which I learn best. When I was in
elementary and through the first part of my undergrad it was rewards and praise that motivated me. I
was fully engaged in the behaviorist model of learning. Nothing propelled me more than seeing an A at
4 | Escalante

the top of an exam or report. Now as a returning student who has already spent several years in the
working world it takes more than high marks to get me involved in learning. If I examine how I learn best
now its much more about relating my experiences to what I am being taught. It is definitely about
assessing what is being taught to me and figuring out not just if I need it but how and when I will put it
to use. This naturally leads me to the theory of constructivism. Thirteen Ed Online does a good job in
pointing out that with constructivism students become engaged by applying their existing knowledge
and real-world experience, learning to hypothesize, testing their theories, and ultimately drawing
conclusions from their findings (Thirteen.org 2014). This type of learning has been most effective to me.
I know that with the classes Ive had so far I understand things better when I can relate what I am being
taught to something that has happened at work. Making those types of connections has become very
important to me, much more than just getting a good grade. In many ways it feels like I am making a
deeper connection the material being presented. It is for this reason that I almost prefer the individual
learning aspect of online learning. One of the great things about online learning is that since you are
often faced with discussion board questions you are allowed to take your time in thinking about a
response. This gives you the opportunity to reflect on your real life experience and draw from that when
you construct a response. Along with that it is very helpful reading the responses of others, particularly
when they come with an antidote from their personal life. At least for me it breathes life into the
material and it becomes more than just what is on the screen or textbook.
After exploring and contemplating what kind of teacher and learner I consider myself to be it is
also important to consider Instructional Literacy. Booth writes, If I was drawn to librarianship, I was
thrown into teaching. (Booth 2011) This is exactly how I, and many other colleagues, have felt.
Teaching classes, tutoring students, leading workshops, none of these things are covered in any library
orientation. These are things you often learn on the job. If you are fortunate you have someone to guide
you or take a class that will teach how to better organize what you are already doing as a professor. One
5 | Escalante

of these ways is through the USER Method. As booth explains the components of USER are Understand,
Structure, Engage, and Reflect. Each step has two parts, which can be followed in order or simply kept in
mind as elements of good teaching practice (Booth 2011). This has been instrumental in modifying my
teaching style. I chose this model to reflect on because what I lacked more than anything was a way to
organize my instruction. Learning this model has given me steps to consider as I plan out my programs. I
now am more aware that I need to truly understand the material before I present it, not to mention that
I need to have a solid structure in order to engage my students. Reflection is something I have always
attempted to do but its always good to revisit.
Evolving Trends in Library and Information Organization Instruction
I am very fortunate to work in a library that allows me to provide instruction to people of all
ages. In essence I get the best of both worlds. This also means that I can see the demands for instruction
for a wide group of people. One of the things Ive noticed is a huge digital divide occurring and how that
can affect families. On the one hand I deal with people who are forced to learn technology, many who
have lost their jobs and now need to learn how to use the computer in order to find new employment.
These are often people who have been out of the job market for so long that they cant grasp the idea of
online job search. These are people who are often times too embarrassed to seek help and prefer one-
on-one instruction. There is a great demand to provide job seeking instruction. It is rewarding when
someone you help finds employment but also disheartening to think of how many people are unaware
that libraries can provide this type of instruction.
On the opposite side of the spectrum I often find myself dealing with children who are too
immersed with technology to realize there is a world around them. These kids care only about what is
on the computer screen and struggle with other forms of instruction. It is often a struggle to get them to
6 | Escalante

participate and interact during programs for prolonged periods of time. The need for traditional
structure in teaching is also great.
In this regard I feel that libraries today are seeking someone with versatility. It is clear that to be
successful today in the library field you have to be able to show you can provide instruction to a wide
range of people. Technology has become a big part of instructional learning, however not everyone is in
the same playing field. A good librarian will be prepared to deal with a variety of patrons and be able to
assess what type of teaching style is best suited for them. If there is one thing I have learned is that not
everyone learns in the same way. However its important to note that teaching isnt just about the tools
its also about the individual. No one wants to take instruction from someone who doesnt inspire
confidence. Therefore one of the skills libraries should be looking for is enthusiasm. You should have lots
of enthusiasm for the material you are presenting. No amount of technology is going to make you a
successful instructor if you dont have the interest in learning how to best put it to use.
Instructional Strategies and Solutions
Libraries more than ever offer many opportunities for instructional need. This is especially true
for public libraries, which are quickly morphing into community centers. Many people seek the library
for technical instruction. According to the article Library services in the digital age, 77% of library
patrons say free access to computers and the internet is a "very important" service of libraries (Zickuhr
2013). A reason for this could be that many patrons not only dont have computer access at home but
also are in need of assistance when it comes to applying for work online. There are is a whole generation
of patrons who have suddenly found themselves out of work and with no idea of how to apply for jobs
in todays online environment. This presents an opportunity for us as instructors to create easy to follow
handouts, video tutorials, tutoring sessions and also classes that teach how to apply for work online.
7 | Escalante

Academically we are also seeing an increase in patrons attending community colleges. These are
often non-traditional students who are looking to gain new job marketable skills. Often people in this
group have spent years outside of the classroom. This creates a great need for instructional need, which
can be met by creating online tutorials, hand-outs, libguides, as well as conducting seminars on how to
use the library for their research needs.
One final group that comes to the library with a distinct instructional need is the elderly. This
particular group is often retired but not ready to give up on life. They come to us seeking instruction on
a variety of topics, anything from technical to crafting. As instruction facilitators we have to be ready to
provide hands-on learning at a pace they can follow.
In conclusion the need for a teaching philosophy is great because whether it is our intention or
not instruction plays a big part in library services. The better prepared we are by making ourselves
familiar with the different schools of theories as well as teaching models the better we will be at
satisfying our patrons needs. I know that as I get further along in my career my teaching philosophy will
continue to evolve. However for now I shall be content with making myself more aware of how to
incorporate what I have learned from the teaching models and being more aware of the type of
instructing that makes sense to me.

8 | Escalante

References
Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators.
Chicago: American Library Association.
Nietfeld, J. (n.d.). Behaviorism & Education [PowerPoint Slides]. Retrieved from:
http://www4.ncsu.edu/~jlnietfe/EDP304_Notes_files/Behaviorism%20Notes.pdf
Thirteen.org. (2004). Constructivism as a Paradigm for Teaching and Learning. Retrieved July 20, 2014,
from http://www.thirteen.org/edonline/concept2class/constructivism/
Zickuhr, K., Rainie, H., Purcell, K., & Pew Internet & American Life Project. (2013). Library
services in the digital age. Washington, D.C: Pew Research Center's Internet & American Life
Project.