This document discusses using the learning cycle in library instruction to engage students. It begins with an overview of Kolb's learning cycle and learning styles. An example lesson plan on evaluating sources is then described that incorporates the learning cycle's four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The advantages of using the learning cycle are that it aids planning, covers different learning preferences, and matches how the brain learns. Disadvantages include the time needed and that not all learning maps onto the cycle. Tips are provided such as entering the cycle at different points and asking for student feedback.

1. Using the Learning Cycle in Library
Instruction to Engage Students
Marcia Rapchak
Instruction Librarian
Gumberg Library
Duquesne University
LOEX, Columbus, OH
May 5th, 2012

2.  Learning Style Self-Assessment (Kolb’s LSI – sort of)
 Introduction to the Learning Cycle and Learning
Styles
 Discussion of Learning Style Limitations
 Example Lesson Plan Using the Learning Cycle
 Advantages and Disadvantages of Integrating the
Learning Cycle into a Lesson Plan
 Q & A
What We’ll Cover

3. Learning Style Self-Assessment

4. You’re doing an adapted version, but the spirit of the real thing is there!
Rank each answer 1-4 for each question, then give the totals for the
categories.
Pick your top 2.
If two categories tie for the second-most points, use your top
ranked category in a pair with each of the tied categories.
If two categories tie for the most points, use each in a pair with
your second-ranked category.
All will be revealed soon…
Learning Style Self-Assessment

5.  Concrete Experience
 Reflective Observation
 Abstract Conceptualization
 Active Experimentation
Learning Stages (Kolb, 1984)

6. Learning Stages: Concrete
Experience
Source: FEMA

7.  Field work
 “Hands-on” activities
 Lab work
 Problem-based scenarios
Concrete Experience in Instruction

8. Learning Stages: Reflective
Observation
Escher’s “Hand with Reflecting Sphere”
Source: National Gallery of Art

9.  Writing activities / reflection
 Watching demonstrations
Reflective Observation in Instruction

10. Learning Stages: Abstract
Conceptualization
Arnold Sommerfield’s Atomic Model
Source: Atombau und Spektrallinien

11.  Readings about the topic
 Lectures
 Powerpoints
Abstract Conceptualization in
Instruction

12. Learning Stages: Active
Experimentation
Source: Tamoshaa2012 (from Wikimedia Commons
under Creative Commons Attribution-Share Alike 3.0
Unported licensing)

13.  Service learning
 Practicum
 Internship
Active Experimentation in Instruction

14.  Converger
 Diverger
 Assimilator
 Accommodator
Learning Styles (Kolb, 1984)

15. Likes
 Thinking and doing
 Problem-solving (technical)
 Results-focused activities
Dislikes
 Discussion
 Group work
 Touchy-feely stuff
Converger = AC + AE

16. Likes
 Brainstorming
 Using their imagination
 Concrete examples
 Discussion
Dislikes
 Traditional lectures
 “One-answer” tests
Diverger = CE + RO

17. Likes
 Big ideas and theories
 Order and logic
 Lists, clear ppts, and lectures
 Critiquing and planning
Dislikes
 Group work
 Messy, unplanned activities
Assimilator = AC + RO
Source: Wikimedia Commons
(author unknown)

18. Likes
 Learning by doing
 Creativity and risk-taking
 New experiences
 Group work
Dislikes
 Lectures
 Following directions
Accommodator = AE + CE
Source: Maximilianklein (from
Wikimedia Commons under the
Creative Commons Attribution-Share
Alike 3.0 Unported license.)

19. Learning Styles
Advantages
 Discover your likes / dislikes
 Makes aware of other styles
Disadvantages
 Test not very reliable (Coffield,
Moseley, Hall, & Ecclestone,
2004)
 Learning styles change based on
environment
 Test is expensive
 Discovering / teaching to
learning style does not create
learning (Pashler, McDaniel,
Rohrer, and Bjork, 2008)

20. The Learning Cycle
Source: Don Clark, 2011
Diverger
AssimilatorConverger
Accomodator

21. How the Brain Learns
Zull’s Model Comparing Experiential Learning and
Regions of the Brain
Source: Zull, 2002

22. Evaluating Sources Lesson Plan
• Used in writing, communication, and information
literacy courses
• Associated with a project or paper
• Students bring in possible sources (1-3)
Using Kolb’s Learning Cycle in Library
Instruction

23.  Place students in groups
 Give each group a source on the same subject
 Groups write whether or not they would use the
source in an academic paper
 Need 3 reasons supported by concrete evidence
Concrete Experience

24.  Students individually write about when they would
and when they would not use the source
 Students share their answers with one other person
in the group
Reflective Observation

25.  Groups share responses
 I write answers in two columns on the board, trying
to link rows
Abstract Conceptualization
Use Don’t Use
Published in 2012 Published in 1987
Author has a Ph.D. Anonymous author

26. Abstract Conceptualization, Cont.
Students come up with terms for each row and any
other evaluation terms
Term Use Don’t Use
Newness Published in 2012 Published in 1987
Expert-supported Author has a Ph.D. Anonymous
author

27. I tell them the standard terms and fill in any blanks
Abstract Conceptualization, Cont.
Term Use Don’t Use
Currency Published in 2012 Published in 1987
Authority Author has a Ph.D. Anonymous
author
Relevancy
Objectivity, etc.

28. Students evaluate their own sources with the criteria
determined in class (often share through LMS)
Active Experimentation

29. Learning Cycle
Advantages
 Aids in planning
 Covers all learning preferences
 Matches how the brain learns
(Duman, 2010; Zull, 2006).
 Includes active learning (but also)
 Allows some “traditional”
instruction – need for learning
(Kirschner, Sweller, & Clark, 2006)
 Forces a focus
 Emphasizes process
Disadvantages
 Time consuming (Frierson,
2010)
 Can be “risky”
 Not all learning works with
learning cycle

30.  Let your students know what you are doing
 Enter LC at different points
 Don’t force it
 Use guidance where necessary
 Ask for student feedback
Tips

31. Marcia Rapchak
Instruction Librarian
Gumberg Library
Duquesne University
rapchakm@duq.edu
Questions?

32. Bodi, S. (1990). Teaching effectiveness and bibliographic instruction: The relevance of learning styles. College & Research Libraries, 51(2), 113-119.
Clark, D. R. (2011). Kolb's learning styles and Experiential Learning Model. Retrieved April 23, 2012 from http://nwlink.com/~donclark/leader/leader.html
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. London:
Learning & Skills Research Centre. Retrieved March 21st from http://www.LSRC.ac.uk
Duman, B. (2010). The effects of brain-based learning on the academic achievement of students with different learning styles. Educational Sciences: Theory
and Practice, 10(4), 077-2103. Retrieved from http://www.edam.com.tr/kuyeb/en/default.asp
Frierson, E. (2010). Making it their idea: The Learning Cycle in library instruction. In The Library with the Lead Pipe, 1-6. Retrieved from
http://www.inthelibrarywiththeleadpipe.org/2010/making-it-their-idea-the-learning-cycle-in-library-instruction/
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery,
problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. doi:10.1207/s15326985ep4102_1
Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest. 9(3), 103-119. doi:
10.1111/j.1539-6053.2009.01038.x
Zull, J. E. (2006). Key aspects of how the brain learns. New Directions for Adult and Continuing Education, 110, 3-9. doi: 10. 1002/ace.213
References and Further Reading

33. Clark, D. R. (2011). The Learning Cycle. Kolb's learning styles and Experiential Learning Model. Retrieved April 23, 2012 from
http://nwlink.com/~donclark/leader/leader.html
Escher, M.C. (Artist). (1935). Hand with Reflecting Sphere [Lithograph]. National Gallery of Art. Retrieved April 26, 2012 from
http://www.nga.gov/fcgi-bin/timage_f?object=47949&image=10886&c=ggescher
Lynch, Patsy (Photographer). (2010). FEMA administrator talks about Katrina recovery [Photograph]. FEMA Photo Library. Retrieved April
26, 2012 from http://www.fema.gov/photolibrary/photo_details.do?id=45183
Maximilianklein (Photographer). (2011). Collaborating to solve the Wikipedia puzzle [Photograph]. Retrieved April 26, 2012 from
http://commons.wikimedia.org/wiki/File:Collaborating_To_Solve_the_Wikipedia_Puzzle.JPG
Sommerfield, Arnold (1921). Atomic model. Atombau und Spektrallinien. Retrieved April 25, 2012 from
http://archive.org/details/atombauundspekt00sommgoog
Tamoshaa2012 (Photographer) . (2011). School of Pharmacy, International Campus [Photograph]. Retrieved April 23, 2012 from
http://commons.wikimedia.org/wiki/File:School_of_Pharmacy,_International_Campus_%281%29.JPG
Zull, J.E. (2002). Model comparing Experiential Learning and regions of the brain. The art of changing the brain: enriching the practice of
teaching by exploring the biology of learning. Sterling, VA: Stylus Publishing.
René Descartes [Painting]. (1800) . Retrieved April 26, 2012 from http://en.m.wikipedia.org/wiki/File:Ren%C3%A9_Descartes.jpg
Image Credits

34. To Deanna Sellnow, Director, Division of Instructional
Communication at the University of Kentucky, who
introduced me to the Learning Cycle
Special Thanks