Statement of Competency
Introduction
Information professionals are often tasked not only with helping connect people with relevant resources, but also with helping them make sense of that information. To do this effectively, they should develop instructional competencies grounded in learning theories and program design that address the instructional needs of their constituents. These skills support the creation of meaningful learning experiences that promote information literacy and independent inquiry. Ultimately, by integrating instructional design into their professional practice, information professionals can better empower users to engage critically with information.
Learning Theories
Behaviorism
Based on the work of Watson and Skinner, behaviorism emphasizes that learning occurs through interactions with one’s external environment (Saunders and Wong, 2020). According to this theory, consequences resulting from actions influence how individuals modify their behavior. By altering environmental conditions, instructors can shape or reinforce desired behaviors. Reinforcement—whether positive or negative—plays a central role in developing and maintaining these behaviors. Within this framework, learners are often viewed as “blank slates” who acquire knowledge through external stimuli rather than internal cognitive processes (Saunders and Wong, 2020, p. 39). Because the internal mind of the learner is not considered, behaviorism tends to be instructor-dependent, focusing on observable actions and measurable outcomes rather than self-directed or reflective learning.
Cognitivism
Developed in the mid-twentieth century through the work of scholars such as George Miller, Ulrich Neisser, and Noam Chomsky, cognitivism shifted the focus of learning theory from external behaviors to internal mental processes. This model emphasizes that learning involves more than simple reactions to environmental stimuli; it requires the organization and interpretation of information within the mind to create meaning and knowledge. As Saunders and Wong (2020) explain, cognitivism is a teacher-centered approach that relies on the instructor to structure and organize information so that learners can process and retain it effectively. Within this framework, learners store new information in their long-term memory and compare it with existing knowledge to form new associations and insights. Although emotions are not emphasized in this model (Saunders and Wong, 2020), cognitivism provides a foundation for understanding how learners acquire and retrieve knowledge. It supports instructional strategies such as project-based learning and memory-recall activities, though some critics argue that it does not fully address imagination, creativity, or the affective dimensions of learning.
Constructivism
Constructivism is grounded in the idea that knowledge is created through active, relational interactions between the learner and the external world. This theory assumes that learners bring prior knowledge and experiences to any new learning situation, and that these existing frameworks shape how they construct meaning. Jean Piaget, a foundational figure in constructivist theory, drew on his background in biology to describe learning as a process of adaptation and equilibrium—two key concepts in understanding cognitive growth. According to Saunders and Wong (2020), learners grow by encountering “disequilibrium or cognitive conflict” (p. 44), moments of discomfort that challenge existing understanding and promote deeper thinking. Such disequilibrium is essential for both instructors and learners to recognize, as it highlights the instructor’s role in designing environments—both physical and emotional—that encourage exploration, reflection, and resilience. These moments of productive struggle support a growth mindset and demonstrate that knowledge is not transmitted but continually constructed through experience and engagement.
Active Learning Techniques
Active learning “includes direct interaction with content but also has a metacognitive element that promotes reflection on learning” (Saunders & Wong, 2020, p. 59). As a student-centered approach rooted in constructivist theory, active learning emphasizes participation and reflection over rote memorization of information. Here, learners are active agents who build meaning through experience and self-awareness. Zireva (2022) explains that “in active learning, experience is not about what happens to the learner but is concerned with what the learner does with what happens to him or her. The experience of the learner should always be given meaning by him or her through reflective thinking” (p. 28). This emphasis on reflection emphasizes that both learners and educators benefit from the evaluation of their experiences.
Universal Design for Learning
Universal Design for Learning (UDL) focuses on creating flexible learning environments that support the diverse needs of all learners. The goal of UDL is to promote “learner agency that is purposeful and reflective, resourceful and authentic, strategic and action-oriented” (CAST, 2024, para. 7). The framework emphasizes three main principles: designing multiple means of engagement, multiple means of representation, and multiple means of action and expression. These categories correspond to the broader goals of access, support, and executive function, helping ensure that learning opportunities are inclusive and adaptable. In practice, UDL encourages educators to think about different ways learners can connect with content, process information, and demonstrate what they know. The CAST guidelines are continually reviewed and updated (most recently in 2024) to reflect ongoing research and to strengthen the framework’s commitment to accessibility and equity in education.
Evidence
INFO 244: Lib Guide for AP Images Database
My first piece of evidence is a LibGuide created for INFO 244: Online Searching with Vicki Steiner (Spring 2024). This LibGuide serves to instruct undergraduate students on how to locate images from the AP Images database for a visual presentation. The LibGuide covers basic and advanced searches, including how to employ Boolean operators, truncation, and wildcards. Instruction and information is presented on how to review results, check metadata for image usage rights, and how to save and export searches.
This evidence supports Competency K by demonstrating my ability to design instructional materials grounded in learning theory. In creating this guide, I applied principles of cognitivism and constructivism to organize information clearly while supporting active and self-directed learning. By incorporating multiple formats and access points, I aligned the guide with Universal Design for Learning principles, ensuring that it met the diverse needs of students and encouraged meaningful engagement with information resources. Universal Design for Learning also calls for reflective thinking, which I included in this LibGuide by way of a feedback questionnaire, which asks the student to reflect on the LibGuide. The answers to this questionnaire also evoke reflective thinking on my part as the “educator” for I can use this feedback to evaluate the material and adjust the LibGuide to reflect the needs of the students.
MONCA Gallery Handout for Steel Gallery
My second piece of evidence is an Exhibition Handout/Gallery Guide for an Winter/Spring exhibition at the Museum of Northern California Art. The exhibition featured artwork from professors emeriti from California State University, Chico, and the handout contains information about their contributions to the University and the art world. Specific identifying information includes birthdate and death date, artwork information (title, medium), and professorial tenure at CSU, Chico.
This evidence supports Competency K through the application of learning theories such as Constructivism. The handout encourages museum visitors to construct meaning through interaction with both text and artwork. It offers context to the artwork and exhibition as a whole, allowing for personal interpretation and reflection. A consideration for the Universal Design for Learning is reflected in the use of textual organization and common, understandable language, which can be understood at a wide level, and focuses on the visitor by helping them to embark on a self-directed learning experience while in the gallery and museum context.
INFO 210: SEL Bitmoji Virtual Classroom Design Reflection
My third piece of evidence is a Bitmoji Virtual Classroom and project reflection on Social Emotional Learning (SEL) from INFO 210 with Dr. Johanna Tunon (Fall 2024). This term project offered me the opportunity to create a specialized resource for a defined user group that made use of an emerging technology. I was particularly drawn to this assignment, because during COVID-19 I watched my children engage in online education, and I’m interested in understanding if the resources they used were grounded in educational pedagogy. I used Bitmoji visual characterization in concert with Google Slides to create a virtual space that offered children stories that are read aloud on YouTube, sound and drawing mediations, and a yoga practice to support social emotional concepts.
This work supports Competency K by demonstrating my ability to design instructional materials grounded in learning theory. Created using Google Slides and Bitmoji, this interactive environment engages K–2 learners through social and emotional learning activities that encourage exploration, reflection, and connection. Guided by constructivist and active learning principles, the project emphasizes student-centered design, cognitive engagement, and emotional safety through various means for interaction with information with differentiated media representation. I also integrated Universal Design for Learning principles to ensure accessibility and multiple pathways for exploration. This artifact reflects my understanding of instructional design theory and my ability to apply technology intentionally to create meaningful, developmentally-appropriate learning experiences.
Conclusion
In my career as an information professional, I will continue to draw upon educational theory and Universal Design for Learning principles when creating instructional and collaborative learning experiences. I will approach each project with careful consideration of the user group, designing programs and materials that are grounded in pedagogical learning theories that considers diverse learning needs. To ensure that my professional practice remains current (and inclusive), I plan on using resources such as the CAST UDL Guidelines, the American Library Association, and professional development opportunities like LIS and/or Education webinars. I will integrate these frameworks to design meaningful and accessible learning experiences that meet the information needs of every user.
References
CAST. (2024). Universal design for learning guidelines 3.0. http://udlguidelines.cast.org
Saunders, L., & Wong, M. A. (2020). Instruction in libraries and information centers : An introduction. Windsor & Downs Press.
Zireva, D. (2022). Active learning theory and practice: A pedagogical perspective (Chapter 2). In G. Lutsenko & O. Lutsenko (Eds.), Active learning: Theory and practice (pp. 27–41). IntechOpen. https://doi.org/10.5772/intechopen.101536