Diffusion of Information and Knowledge: How Information Becomes Meaningful - Evolving Global Information Infrastructure and Information Transfer - page 108

lished by 1900. Although the funding of public education is still a topic of political
dispute in the 21st century, our history clearly indicates that the American educa-
tional system throughout this country's history has diffused the values that were ar-
ticulated in the U.S. Constitution. The public education system in the United States
continues to evolve, and it is a fundamental and vital force in the information infra-
structure.
How Education Contributes to Diffusion Theory
This country's schools and colleges fulfill the role of diffusing the knowledge ne-
cessary for youth to lead productive lives in our society. Schools teach fundament-
al skills, knowledge, and values that are the core of the American and global cul-
ture. In that role, teachers have developed theories of teaching, pedagogy, based
on research that has developed theories of how people learn. This field of educa-
tional psychology provides us with theory about learning at various stages in the
life cycle, addressing different learning styles and using various modes of commu-
nication. This area of knowledge and its implementation is an important part of the
information infrastructure.
Erstad and Sefton-Green (2013) emphasize that schools are the dominant edu-
cational institutions in contemporary societies, but that learning occurs in a variety
of formal and informal contexts, alone and in social groups, voluntarily and involun-
tarily, throughout our lives. Certainly library and information professionals are part
of the “learning life” of adults and children whom they encounter.
Booth (2011, 36) outlines learning theory and effective instructional practices
for library and information professionals to use in their work with clientele. Booth
divides educational theory into three branches: learning theories that examine how
knowledge is formed, instruction theories that apply teaching methods, and cur-
riculum theories that focus on instructional content. We recommend this title as a
well-written guide to understanding how people learn and how to structure an ef-
fective learning experience that is effective diffusion. Other recommended sources
of learning, instruction, and assessment are Illeris (2009), Mayer (2011), Thomas
and Brown (2011), and Erstad and Sefton-Green (2013).
These learning theories and teaching techniques can be applied by a teacher
following a diagnosis of learning styles within a group as well as a diagnosis of the
content that should be taught and appropriate teaching techniques. This diagnosis
and concern for addressing learning styles is necessary for both traditional face-to-
face instruction and for online instruction and various modes of distance learning.
The traditional lecture mode can no longer be the only way of teaching; learners