Constructivism in my library:

Author: Catherine Fowler

Posted Date: January 23, 2014 9:21 PM
Constructivism in my library:
As I read through the different views of constructivism I realized just how much my
library and library program are based on constructivist views. I make direct choices
to ensure that my students learn to be independent in the library and view the
library as the hub of the school and in fact the hub of all their learning. I encourage
dialogue, collaboration and participation in the library at all levels.
Contextual: As a teacher-librarian I have the unique opportunity to teach within the
very context and environment of my subject. I teach many lessons under the
heading of Info Lit or Info Tech and teach them surrounded by information resources
and information uses. The environment, in contextual constructivism, in which
learning occurs, is central to learning. The context of the library teaches indirectly
how information is stored, organized and used; the computer lab provides the venue
for searching and accessing information for a purpose. Even when not speaking
directly to these concepts the environment speaks to them.
Socio-Historical or Cultural: The current model of libraries has a specific sociohistorical or cultural role and related rules. Students with little experience in
libraries soon learn the rules and unspoken parameters. Through the placement of
the tables, stacks and checkout counter students learn to recognize the role of the
library and librarian. The parents and society share their knowledge with the
students about libraries and many children come to school knowing how the library
works without any direct teaching from me. They have learned that to read is to get
information and that information is found in the library.
Piagetian: The library provides a place for students to explore a system of
organization explore books and how information is contained, and explore their
interests. Through this exploration students learn skills about reading, choosing
materials, organization, responsibility, they learn what their interests are and how to
pursue them, they increasingly become more independent about their use of the
library and when needing information know how to access it. Time is needed for
this exploration to occur with guidance from the librarian. Lessons in info lit and
info lit are based on providing this time of exploration. As the guide, I spend far
more time assisting students in the exploration than in direct teaching. The
students really do drive the library.
Dialectical: Contrary to most movie libraries, the library is a place full of social
interactions between students and the librarian. The students are involved in
dialogue as they interact with their environment, they may be discussing course

work or books they like or want to share, how to find materials, or how to use or find
information on using technology. The library when open to the whole school may
involve multi-level age and skill groups providing a distributed knowledge of the
library and its function throughout the school. I encourage group work for any
subject, including playing games and using technology in the library. I feel through
these interactions that the library becomes the central resource for these students.
Info-Processing within Constructivism: The library provides the perfect arena for
learners to choose their own resources and with the technology available to them
choose how they present or show what they know. Students become skilled at
choosing books at their reading level and are willing to challenge themselves to
read more difficult books through their exposure to a wide variety of materials.
Here the librarian really does act like a guide by suggesting a variety of appropriate
materials but ultimately allowing the students to choose their own books. Through
the technology classes I teach and in collaboration with the classroom teachers the
students are given the opportunity to choose the way they present their knowledge.
This gives them the chance to actively participate in choosing the best format that
suits their skill level, their personal learning style, and their interests while still
increasing their skill level. I find students are motivated to complete their tasks and
are rewarded with the satisfaction of making their own choices and having success
with them.
I chose to take a critical look at my library through lens similar to Martin Dougiamas
by looking at different experiences in the library and how they reflect my new or
awakening constructivist views. I came to realize that my library program is
entrenched in constructivist views, some directly or indirectly learned from my
peers and some that I have come to discover one my own.
Cathy