Learning by Design: Creating Knowledge Through LibraryStorytime Production

摘要

Librarianship has not traditionally been considered a designrnpractice. However, children’s librarians plan, deliver, andrnreflect on storytimes in implicit ways that seem to alignrnwith design principles. Drawing on empirical data from thernVIEWS2 study, this poster explores the premise that designrnprinciples implicitly inform the creation of these libraryrnprograms for young children. Comparing models ofrnstorytime production and models of design reveals that keyrndesign principles—especially iteration and reflection—arernpresent throughout storytime production. The reciprocalrnand influential nature of these design concepts combinedrnwith the model of storytime production lead to a new modelrnof storytime design, with implications for library research,rnpractice, and pedagogy as well as models of design.