The Design of a Cognitive Apprenticeship to Facilitate Storytime Programming for Librarians

Yıl 2016, Cilt: 7 Sayı: 4, 331 - 351, 16.10.2016

Jennifer A. Scott-brown Jill E. Stafeniak

Öz

The majority of research that has been conducted on structuring mentorship programs has
been on career support in terms of transferring tacit and explicit knowledge from the
supervisor to the protégé. While the instructional design literature touts that cognitive
apprenticeships provide a great framework for constructivist and situated learning
environments, little research has been done examining how much time should be allocated to
the various phases of the apprenticeship framework. The purpose of this study was to explore
whether the use of a cognitive apprenticeship framework could be used to mentor new
librarians. Data was collected and analyzed in three phases. Phase 1 consisted of a needs
assessment to determine the skills necessary for programmers to deliver a curriculum based
storytime. Phase 2 data collected during the implementation of the cognitive apprenticeship
included observation and reflective journals. Data collected during Phase 3 consisted of
participant interviews immediately following the implementation of the cognitive
apprenticeship, and three months after the conclusion of the study. All data was coded and
analyzed using a phenemonological approach. The researchers found the need for flexibility
when utilizing a cognitive apprenticeship model, based on participant prior knowledge and
experience, the importance of the modeling and coaching stages of the model, participant
desire for working with other programmers being trained.

Anahtar Kelimeler

situated learning, instructional sequencing, cognitive apprenticeship, programming, librarians

Kaynakça

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