Learning about what is most important: incorporating values into the design of learning experiences

Abstract

Purpose

The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master’s of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools.

Design/methodology/approach

A participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions.

Findings

Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold.

Originality/value

This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities.

Citation

Campana, K., Kociubuk, J., Mills, J.E. and Martin, M.H. (2024), "Learning about what is most important: incorporating values into the design of learning experiences", Information and Learning Sciences, Vol. 125 No. 1/2, pp. 1-21. https://doi.org/10.1108/ILS-06-2023-0073