1 Teaching Philosophy

Running Head: Philosophy of Teaching and Learning

Teaching Philosophy

Katie Hill

LI837A

June 25, 2009

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Teaching Philosophy

Abstract

Throughout the years there have been many approaches to teaching, but it has just

been within the last century that educators have begun to use the learner-centered

approach. Learner-centered teaching allows the students be more actively involved in the

education as well as encourages them to be lifelong learners.

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Throughout a graduate student’s career at the School of Library and Information

Management (SLIM) at Emporia State University they are introduced to many different

ideas, theories, and concepts. Within the Master of Library Science curriculum at SLIM

students are required to look at themselves in many different aspects. The biggest and

most important aspect in which they must discover about themselves is in regard to what

style of learning they utilize, in other words, what kind of learner are they. It is

imperative for teachers and instructors to realize this about themselves in order to be a

successful educator. Once a person is aware of the different learning styles people tend to

have and utilize they will be more adequately prepared to create and mold their

instruction to a learner-centered format, which in turn, will lead to a more fruitful

educational experience for the learner. By creating a learner-centered environment the

instructor encourages the student to become a lifelong-learner.

Learner-centered thought has been around for many years. However, it was not

utilized on a widespread level until the early 20th century (Zilversmit, 1993). There are

many theorists and academics who adhere and promote a learner-centered environment.

Many of whom have built on each other’s work making needed improvements and

adjustments as changes in technology and strategies come about. Jean Piaget is a notable

theorist for Constructivist thought. Constructivism is a method of teaching and learning

in which the student must construct their own ideas. One definition of Constructivism,

provided by Carol Kuhlthau; “Students learn to think through issues that do not have

prescribed responses or preset solutions” (Kuhlthau, 1997, pg. 3). Piaget was very

interested in the idea and the process of learning. He believed that the focus should be

placed on the leaner as an individual as opposed to the group (Henson, 2003, pg.13).
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Another influential thinker and theorist of the learner-centered philosophy is John

Dewey. John Dewey was an advocate for educational reform. “He had inspired a

movement to establish new schools that would be democratic rather than authoritarian”

and he shifted the focus of education to the needs of the students (Zilversmit, 1993, pg.

1). Dewey’s ideas on education led to reform of many educational systems in the United

States. Dewey’s words also helped illustrate the idea and necessity of becoming a lifelong

learner, “It is the very nature of life to strive to continue in being. Since this continuance

can be secured only by constant renewals, life is a self-renewing process” (Dewey, 1957,

pg. 11).

Dewey also believed that children will be more successful in their learning

potential if they were asked to think critically. In many academic settings a student is

only asked to memorize and regurgitate what the instructor has fed them. Dewey, using

history as an example, says “To study history is not to amass information, but to use

information in constructing a vivid picture of how and why men did thus and so;

achieved their success and came to their failures” (Dewey, 1960, pg. 151).

From the early work of Piaget, Dewey, and other such theorists many individuals

since have taken their work and expanded it. In today’s information age, educators are

determining that they need to rethink about the education process. One of these educators

is Carol Kuhlthau. Kuhlthau has done a lot of work in the field of education as well as

library and information management with regard to information seeking behavior.

Kuhlthau explains in one of her articles that Constructivist learning and teaching is very

crucial in today’s digital learning environment; “Living in the information age requires

people to go beyond the ability to locate information and requires competence in seeking
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meaning and understanding” (Kuhlthau, 1997, pg. 3). Kuhlthau took the ideas of Dewey,

Piaget, and other Constructivists and created the Information Search Process.

Researching is a fundamental component of learning. A person cannot learn something

new if they do not first research it. Kuhlthau, being aware of this, conducted studies

about the process people use while searching for information. From her research she was

able to develop the information search process six stage model. Kuhlthau’s studies also

showed that students used a variety of methods to help them reach their ultimate goal.

From these findings she also determined that there are important steps that the educator

or librarian can take in order to help the learner reach their intended goal. These steps

include collaborating, continuing, conversing, charting, and composing (Kuhlthau, 1997,

pg. 5-6). All of these steps are also important tools in implementing learner-centered

instruction.

Another author worth mentioning is Maryellen Weimer. Weimer is an educator

who has taught in the University setting for many years. She approaches teaching with a

learning-centered philosophy. Her book, titled, Learner-Centered Teaching: Five Key

Changes to Practice, gives a thorough explanation and examination of different

techniques utilized in a learner-centered environment. One very helpful aspect of

Weimer’s book is her examination of how a learning environment will change once an

educator switches from traditional teaching to the more progressive learner-centered

instruction. Weimer states that five key elements of change take place with this transition

of instruction. These changes are the balance of power, function of content, the role of the

teacher, the responsibility for learning, and the purpose and process of evaluation

(Weimer, 2002). By becoming aware of these essential changes you will be able to create
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the most advantageous learner-centered environment.

As mentioned earlier, understanding one’s own learning style is an important step

in becoming a good educator. However, not only is it important to know what type of

learner you are, but you must also be aware of how education and information

dissemination is changing. The American Association of School Librarians put out a set

of standards about the 21st Century learner. This document details the importance of

lifelong learning and how learning and teaching needs to be adapted to support and utilize

the increase of information available to learners and information seekers. “The amount of

information available to our learners necessitates that each individual acquire the skills to

select, evaluate, and use information appropriately and effectively” (AASL, pg. 3). So as

a learner you must understand how you will best digest information but you must also

learn how to utilize all kinds of resources so that you will have access to all relevant

information no matter what format it may be presented.

A patron or student does not formally have to recognize his or her own learning

style and information seeking behavior. An educated and trained instructor, such as an

MLS graduate from SLIM, will have been formally introduced to these ideas in order to

better assist their students and/or patrons. While it may help, it is not necessary for the

learner to be aware of different learning techniques and information seeking behavior.

This responsibility must be placed on the educator to recognize specific mannerisms and

in so doing craft their instruction to best suit their learner.

Learning styles and information seeking behavior will be different for every

person. A person’s age, gender, or economic situation might have a determination as to

how they will likely search for information. A trained librarian or educator should be
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skilled and prepared to handle any type of learner as well as be willing to ensure the best

education and service to everyone. Education and the ability to learn should not be denied

to anyone in a society. It is the task of today’s educators to continue to promote the idea

of lifelong learning; as Dewey says “society determines its own future in determining that

of the young” (Dewey, 1957, pg. 49). The American Library Association has put forth a

list of core values for libraries and other professionals to follow. Similarly to Dewey,

ALA has a specific value related to democracy and society. This value states:

“A democracy presupposes an informed citizenry. The First Amendment

mandates the right of all persons to free expression, and the corollary right

to receive the constitutionally protected expression of others. The publicly

supported library provides free and equal access to information for all

people of the community the library serves” (ALA website, 2009).

As shown above it is important to use constructivism and a learner-centered

approach to teaching and instruction. Some educators find it difficult to create lesson

plans or syllabi that utilize learner-centered techniques. Weimer’s text, Leaner-Centered

Teaching, gives many examples for different methods that instructors, such as herself,

have used to promote learner-centered education. The examples that she presents can be

used throughout the course of a class or instructional session. One example that can be

implemented at the beginning of a course is allowing the students to help develop the

syllabus. By allowing the students to take part in this process you allow them to take

their education into their own hands as well as actively participate in the content that will
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be presented to them. Weimer also suggests that continual input from the students is an

important part of learner-centered education. Without seeking input from your students

you will be unaware of their academic progress and the possible areas of ambiguity

(Weimer, 2002, pg. 21-119).

All of the theorists, authors, and organizations mentioned have contributed to the

education and library science fields. As these individuals have illustrated it is imperative

to encourage students and learners of all ages, whether it be in the school or library

setting, to be passionate about learning. Passion for learning is the foundation for society

to improve upon itself. Without improvements and renewals the society will not flourish.

It is up to today’s educators to create a learner-centered environment that will promote

lifelong learning. By creating the welcoming learning atmosphere of learner-centered

instruction you allow the students to open their hearts and minds to knowledge and the

continuous search for information.

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References

American Library Association. (June 29, 2004). Core Values of Librarianship. ALA
Council. Retrieved June 23, 2009, from
http://www.ala.org/ala/aboutala/offices/oif/statementspols/corevaluesstatement/co
revalues.cfm.

Dewey, J. (1956). The child and the curriculum and the school and society. Phoenix
books, 3. Chicago: University of Chicago Press.

Dewey, J. (1957). Democracy and education; An introduction to the philosophy of

education. New York: The Macmillan Company.

Dougherty, J P (Wntr 2007). Using the past to rescue the future. (the future of
education ). Modern Age, 49, 1. p.3(9). Retrieved June 24, 2009, from Academic
OneFile via Gale:
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Henson, K T (Fall 2003). Foundations for learner-centered education: a knowledge

base. Education, 124, 1. p.5(12). Retrieved June 24, 2009, from Academic
OneFile via Gale:
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Kuhlthau, C. C. (Spring 1997). Learning in digital libraries: an information search

process approach. Library Trends, 45, n4. p.708(17). Retrieved June 25,
2009, from Academic OneFile via Gale:
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find.galegroup.com.www.whitelib.emporia.edu/itx/start.do?prodId=AONE

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. The

Jossey-Bass higher and adult education series. San Francisco: Jossey-Bass.

Zilversmit, A. (1993). Changing schools: Progressive education theory and practice,

1930-1960. Chicago: University of Chicago Press.