Abstract
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 language | English (US) |
|---|---|
| Pages (from-to) | 1-6 |
| Number of pages | 6 |
| Journal | Proceedings of the Association for Information Science and Technology |
| Volume | 53 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2016 |
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Keywords
- design principles
- Knowledge creation
- program design
- reflection
- social learning
- storytime production
ASJC Scopus subject areas
- Computer Science(all)
- Library and Information Sciences
Cite this
Learning by design : Creating knowledge through library storytime production. / Mills, J. Elizabeth; Campana, Kathleen; Clarke, Rachel.
In: Proceedings of the Association for Information Science and Technology, Vol. 53, No. 1, 2016, p. 1-6.Research output: Contribution to journal › Conference article
}
TY - JOUR
T1 - Learning by design
T2 - Creating knowledge through library storytime production
AU - Mills, J. Elizabeth
AU - Campana, Kathleen
AU - Clarke, Rachel
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
KW - design principles
KW - Knowledge creation
KW - program design
KW - reflection
KW - social learning
KW - storytime production
UR - http://www.scopus.com/inward/record.url?scp=85015272261&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85015272261&partnerID=8YFLogxK
U2 - 10.1002/pra2.2016.14505301115
DO - 10.1002/pra2.2016.14505301115
M3 - Conference article
VL - 53
SP - 1
EP - 6
JO - Proceedings of the Association for Information Science and Technology
JF - Proceedings of the Association for Information Science and Technology
SN - 2373-9231
IS - 1
ER -