Perceptions and Practices of Learning Styles in Library Instruction

Abstract

Learning style theory has gained a broad base of acceptance in the library field. Less clear is how well librarians have assimilated learning style theory and how consciously they are incorporating its tenets into their day-to-day teaching. This survey was conducted to ascertain how instruction librarians and other library professionals learn, assimilate, and utilize learning style theory. Results show that the majority of librarians are aware of learning style theory, but many are unsure of its validity or proper application in library settings. Recommendations include increased coverage of instructional theory in library schools and more rigorous scientific studies of learning style–sensitive practice in library instruction settings.