Learning by design: Creating knowledge through library storytime production

J. Elizabeth Mills, Kathleen Campana, Rachel Ivy Clarke

Research output: Contribution to journalConference Articlepeer-review

5 Scopus citations


Librarianship has not traditionally been considered a design practice. However, children's librarians plan, deliver, and reflect on storytimes in implicit ways that seem to align with design principles. Drawing on empirical data from the VIEWS2 study, this poster explores the premise that design principles implicitly inform the creation of these library programs for young children. Comparing models of storytime production and models of design reveals that key design principles—especially iteration and reflection—are present throughout storytime production. The reciprocal and influential nature of these design concepts combined with the model of storytime production lead to a new model of storytime design, with implications for library research, practice, and pedagogy as well as models of design.

Original languageEnglish (US)
Pages (from-to)1-6
Number of pages6
JournalProceedings of the Association for Information Science and Technology
Issue number1
StatePublished - 2016


  • Knowledge creation
  • design principles
  • program design
  • reflection
  • social learning
  • storytime production

ASJC Scopus subject areas

  • General Computer Science
  • Library and Information Sciences


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