Learning Theory
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A g r e e m e n t s u p p l e m e n t s 311 leArning mAp loCAtion H, 3, 4 threAD loCAtion Page 120 sCApe Core Values Learning is composed of leArning theory mAp loCAtion D, 3 threAD loCAtion Page 27 sCApe Learning Theory Constructivism a relevant area is a relevant area is Importance of Theory and Deep Concepts Author Angela Usha Ramnarine-Rieks Figure 168 Figure 169 312 A g r e e m e n t s u p p l e m e n t s Agreement DesCription Learning theories are closely associated with motivation. The question that we wrestle with is not only how our library members seek information and learn, but also what motivates them to do so. Although there are a number of motivation theories discussed (for example, intrinsic –extrinsic orientation theorizes that some people create their own rewards, such as satisfaction of curiosity or simply interest in a given topic). This type of reward is intrinsic, which are satisfaction, feelings of accomplishment, and control. Rewards such as praise or a receipt of a prize are typically regarded as less effective than intrinsic rewards (Small et al., 2004). Given the ubiquity of online content and the increasing number of entry points into the digital information “universe,” it has become necessary to move beyond existing models of librarianship and address the unanticipated issues that are emerging both inside the profession and within the members that the library serves. As noted earlier in the Atlas, our mission must accommodate learning theories and therefore individual learning. However, there is a pronounced absence in understanding learning in preparation as a librarian. Dempsey (2006) noted that libraries must co-evolve with the changing research and learning behaviors that exist within the myriad electronically networked spaces. The problem is that, as librarians, we tend to focus on the impact of technology on libraries; the real long-term issue is how technology will influence the learning behavior of our members, as well as expectations for the ways in which information is created, codified, accessed, and distributed. By successfully establishing a role supporting learning, libraries will increase the potential of expanding their community. Critical use of information resources is fundamental to education ; therefore, we stress on members abilities to use libraries and information resources critically. With the new generation of computer -literate members and the vast amount of information available in both print and electronic formats, the necessity to develop the ability to use authoritative information resources in the library is paramount. Consequently, we find that academic libraries now assume a far greater role in assisting students to locate and evaluate information critically by teaching information literacy. As Kwon (2008) notes, there is immense emotional challenges that students—the Millennials or Generation Y who are considered to be competent and comfortable about their online-networked environment using blogs, Facebook, and integrated activity with technology every day—are uncomfortable , confused, and intimidated in an unfamiliar, huge academic library . However, I tend to agree with the musings of Weiler (2005) that academe, libraries, and indeed the entire world are currently in the middle of a massive and wide-ranging shift in the way knowledge is disseminated and learned. We cannot just blame it on technologies negatively impacting the development of students’ cognitive skills but recognize and embrace the change. Recently, we have been seeing increasing research showing that games can provide a rich experience while providing the ability to navigate virtual worlds, in which complex decision making and the management of complex issues might resemble the cognitive processes that they would employ in the real world (Ducheneaut et al., 2006; Squire, 2005; Stokes, 2005). Games are engaging because they give us enjoyment and pleasure; give us intense and passionate involvement; give us structure; give us motivation; give us doing; give us flow; give us learning; give us ego gratification; give us adrenaline; they spark our creativity; give us social groups; and give us emotion (Prensky, 2001, p. 144). There are many studies on the use of games in educational activities, and they indicate that it has the potential to support learning. This will be covered in greater detail in the Atlas. However, there seems to be a limited understanding of how learning takes place and how that learning can inform the design of effective educational games and aid its integration into contemporary environments like libraries. There are many learning theories that can be used as underpinnings for...