Learning about What Is Most Important: Incorporating Values into the Design of Learning Experiences
Fuente:
ERIC Institute of Education Sciences
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2024
|
| Subjects: | |
| Online Access: | |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1867181049116622848 |
|---|---|
| author | Kathleen Campana Jacqueline Kociubuk J. Elizabeth Mills Michelle H. Martin |
| author_facet | Kathleen Campana Jacqueline Kociubuk J. Elizabeth Mills Michelle H. Martin Kathleen Campana Jacqueline Kociubuk J. Elizabeth Mills Michelle H. Martin |
| collection | Education Resources Information Center |
| contents | Learning about What Is Most Important: Incorporating Values into the Design of Learning Experiences Kathleen Campana Jacqueline Kociubuk J. Elizabeth Mills Michelle H. Martin Values Values Education Learning Experience Public Libraries Social Values Social Justice Masters Programs Library Education Graduate Students Design Purpose: The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master's of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools. Design/methodology/approach: A participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions. Findings: Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold. Originality/value: This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities. |
| format | Recurso educativo Open Access |
| id | eric_EJ1407078 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2024 |
| record_format | eric |
| spellingShingle | Learning about What Is Most Important: Incorporating Values into the Design of Learning Experiences Kathleen Campana Jacqueline Kociubuk J. Elizabeth Mills Michelle H. Martin Values Values Education Learning Experience Public Libraries Social Values Social Justice Masters Programs Library Education Graduate Students Design Learning about What Is Most Important: Incorporating Values into the Design of Learning Experiences Kathleen Campana Jacqueline Kociubuk J. Elizabeth Mills Michelle H. Martin Values Values Education Learning Experience Public Libraries Social Values Social Justice Masters Programs Library Education Graduate Students Design Purpose: The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master's of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools. Design/methodology/approach: A participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions. Findings: Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold. Originality/value: This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities. |
| title | Learning about What Is Most Important: Incorporating Values into the Design of Learning Experiences |
| topic | Values Values Education Learning Experience Public Libraries Social Values Social Justice Masters Programs Library Education Graduate Students Design |
| url | https://eric.ed.gov/?id=EJ1407078 |