1. Evaluation, Role, Development A Philosophy of Learner-Centered Teaching
Angela Rathmel

2. Constructivist thought Bruner (1973)
“Education is a constant state of invention.” “…the rate of change in the society in which we live forces us to redefine how we should educate a new generation.” “It has to do with the need for studying what is possible rather than the achieved – a necessary step if we are to adapt to change.”
Not isolated
Active participant
Same level as cognition
Perception
I approached the task of developing my philosophy by picking one or two of the major constructivist thinkers that set the ground work for learner centered model. What attracted me to Bruner was Dr. Dow’s literature slide that mentioned Bruner’s work confirms that we are actively involved in making sense of the world around us rather than being passive receivers of information.” (Brenda Dervin – I was curious about the possible connection). Turns out he had some really interesting things to say in the 70s, statements that speak directly to the learner centered model. I thought that was neat. His main contribution had to do with perception. Introduced three new ideas about it. (CLICK) The other interesting point about perception relevant to LIS is that it involves(CLICKx2)…
Act of categorization
Testing hypothesis

3. What changes? Development Evaluation Role Development
Function of content
Responsibility for Learning
Balance of power
Weighing Bruner and Weimer together I saw that basically 2 of the 5 specific changes really stuck out to me and the others seemed more incorporated within these. But I really focused on Weimers idea of development in the section where she talks about actually applying the learner-centered model.
Development

4. Development Weimer (2002) = PLAGARISM Intellectual development
Interpersonal maturation
Teacher and Students
Old wine in new wineskins
Applying learner centered as techniques to old mindset
Applying new technology to old mindset
Weimer categorizes development into two basic categories…and shows that it is not just the student who develops as a learner. The way Weimer talks about development is in the sense that as learner centered instructors we need to take it into account both for ourselves and for our students. There are a couple of way to look at development. One might be to see these two categories as hard skills and soft skills. But I like what Weimer says about the fact that applying the learner centered model is more than just a set of techniques. And that applying it in this way will have little impact. It is a new mindset and as such it is a process. My thoughts about this (old wine…) This process was given a model by Grow (1991).
= PLAGARISM

5. Stages of learner-centered development Grow (1991)
Dependent (not self-directed
Interested (moderately self-directed)
Involved (Intermediate levels of self-direction)
Self-directed
STUDENT NEEDS
Explicit instructions
Enthusiasm, motivation
See themselves as participants; group work
Autonomous atmosphere
TEACHER’S ROLE
Coach
Motivator
Facilitator, participant
Consultant
OUTCOMES
Learning specific, identifiable skills
Goal Setting; building confidence and learner skills
Learning to learn through generic application of strategies and testing outcome
Setting own goals and standards; meet challenges.
First two are pretty straight forward, somewhat easy to accomplish and know when you are accomplishing it. The real test of learner centered instructions is moving students into involved and self-directed stages. These are probably the hardest to evaluate as well (this is the part I need to learn more about).

6. Structure of knowing Perry (1968)
√ Dualism – it is either right or wrong √ Multiplicity – everybody has a right to their own opinion √ Relativism – what’s right depends on the situation √ Commitment in relativism – it does depend but some answers are better than others.
MONOGRAPHIC FIRM ORDERS
STANDING ORDERS
SERIAL SUBSCRIPTIONS
Dr. Dow mentioned yesterday about how it was important to give a context for change that we talk about. I may need a little help with this, but I think I can talk about this in the context of my own professional development and the implications for MLS teaching. (I’m in a frustrated state of relativism, but see the possibilities of commitment).
ELECTIONIC RESOURCES

7. CHANGE Acquisition of resources vs. Acquisition of Access
Gap between tech services staff to learners shrinks
Policy develops in process, responsible for educating colleagues
Requires intellectual changes and interpersonal development
What I’m trying to show here is a progression of change in complexity of library acquisitions. The result is that acquisitions of resources has become primarily acquisition (and maintenance) of access. As a result we often find ourselves in the position of public service because the gap between acquisition and access has vanished. Not only that, but we have been responsible for the policy implication of this new model and are in the additional position to teach our colleagues.
A lot to flush out, But I see real implication for the learner centered model for librarians of all professions.