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Learning by design: Creating knowledge through library storytime production
Author(s) -
Mills J. Elizabeth,
Campana Kathleen,
Clarke Rachel Ivy
Publication year - 2016
Publication title -
proceedings of the association for information science and technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.193
H-Index - 14
ISSN - 2373-9231
DOI - 10.1002/pra2.2016.14505301115
Subject(s) - premise , plan (archaeology) , reflection (computer programming) , production (economics) , computer science , knowledge management , reciprocal , key (lock) , sociology , epistemology , geography , economics , macroeconomics , philosophy , linguistics , computer security , archaeology , programming language
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.