[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599782-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-599782-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","the-design-of-a-cognitive-apprenticeship-to-facilitate-storytime-programming-for-librarians","The Design of a Cognitive Apprenticeship to Facilitate Storytime - Programming for Librarians","","The study examines how to structure a cognitive apprenticeship framework to mentor new librarians for storytime programming. Prior research on mentorship has focused on transferring tacit and explicit knowledge, yet limited work addresses how time should be allocated across apprenticeship phases. Data were collected in three phases: needs assessment, implementation with observations and reflective journals, and participant interviews during and three months after completion. A phenomenological coding and analysis approach identified needs for flexibility, especially in modeling and coaching stages, shaped by participants’ prior experience.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-design-of-a-cognitive-apprenticeship-to-facilitate-storytime-programming-for-librarians/599782/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-design-of-a-cognitive-apprenticeship-to-facilitate-storytime-programming-for-librarians/599782.png","ImageObject",300,407,{"name":42,"@type":43},"PakDamar76","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of the study on cognitive apprenticeship for librarians?","Question",{"text":62,"@type":63},"To explore whether a cognitive apprenticeship framework can effectively mentor new librarians for storytime programming, including how time should be allocated across phases.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were the data collected across the three phases?",{"text":67,"@type":63},"Phase 1 used a needs assessment to identify required skills; Phase 2 collected observation and reflective journal data during implementation; Phase 3 used participant interviews during implementation and three months after the study ended.",{"name":69,"@type":60,"acceptedAnswer":70},"What did researchers find about using the cognitive apprenticeship model?",{"text":71,"@type":63},"Flexibility is needed when applying the model, informed by participants’ prior knowledge and experience, with particular emphasis on the importance of modeling and coaching stages.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},599782,1792209007,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Design of a Cognitive Apprenticeship to Facilitate Storytime  \nProgramming for Librarians  \nJennifer A. Scott Brown & Jill E. Stefaniak  \nOld Dominion University, United States  \nAbstract  \nThe majority of research that has been conducted on structuring mentorship programs has been on career support in terms of transferring tacit and explicit knowledge from the supervisor to the protégé . While the instructional design literature touts that cognitive apprenticeships provide a great framework for constructivist and situated learning environments, little research has been done examining how much time should be allocated to the various phases of the apprenticeship framework. The purpose of this study was to explore whether the use of a cognitive apprenticeship framework could be used to mentor new librarians. Data was collected and analyzed in three phases. Phase 1 consisted of a needs assessment to determine the skills necessary for programmers to deliver a curriculum based storytime. Phase 2 data collected during the implementation of the cognitive apprenticeship included observation and reflective journals. Data collected during Phase 3 consisted of participant interviews immediately following the implementation of the cognitive apprenticeship, and three months after the conclusion of the study. All data was coded and analyzed using a phenemonological approach. The researchers found the need for flexibility when utilizing a cognitive apprenticeship model, based on participant prior knowledge and experience, the importance of the modeling and coaching stages of the model, participant desire for working with other programmers being trained.  \nKeywords: Situated learning; Instructional sequencing; Cognitive apprenticeship;  \nProgramming; Librarians  \nIntroduction  \nThe purpose of traditional mentorship is for less experienced individuals or novices to learn from more experienced individuals such as supervisors in a workplace setting (Raabe & Beehr, 2003; Swap, Leonard, Shields, & Abrams, 2001), and the mentor provides career and psychological support for the mentee (Higgins & Kram, 2001) . Mentoring can be traced back to the use of apprenticeships to teach technical and artisan skills such as blacksmithing, stone masonry and professionals such as lawyers and doctors for hundreds of years. Collins, Brown, and Hollum (1991) assert that the model of apprenticeship is still relevant today in terms of passing knowledge from one individual to another in order to improve efficiency and promote personal and professional growth.  \nToday, mentorship is used to build and enhance an individual’s career opportunities by pairing a novice with a supervisor within an organization to support the novice’s personal and professional development while working for the organization (Higgins & Kram, 2001; Joo, 2005; Raabe & Beehr, 2003) . Experts attempt to support protégés through career and psychological support. Career support can be lessons learned, contacts, or insight into the organization’s values. Psychological support on the other hand is more informal and includes building a friendship relationship between the supervisor and the protégé, counseling, and having a relationship outside of the work environment (Higgins & Kram, 2001) .  \nLiterature Review  \nThe majority of research that has been conducted on structuring mentorship programs has been on career support for transferring tacit and explicit knowledge from the supervisor to the protégé(Higgins & Kram, 2001; Joo, 2005; Swap et al., 2001) . Mentors attempt to transfer critical information about the organization, values, norms, and often introduce their protégés to the important contacts they have made throughout their career. Higgins and Kram (2001) suggest that organizations increasingly rely more on mentoring programs to manage worker knowledge, because workers are now working in knowledge-based environments in which it is necessary to transfer important information and knowledge from","cbCaiqha8SDvgYOv","https://ap.wps.com/l/cbCaiqha8SDvgYOv","pdf",627300,21,"English","# Introduction\n# Literature Review\n# Methodology and Study Phases\n## Phase 1: Needs Assessment\n## Phase 2: Implementation and Observations\n## Phase 3: Interviews and Follow-up","[{\"question\":\"What is the purpose of the study on cognitive apprenticeship for librarians?\",\"answer\":\"To explore whether a cognitive apprenticeship framework can effectively mentor new librarians for storytime programming, including how time should be allocated across phases.\"},{\"question\":\"How were the data collected across the three phases?\",\"answer\":\"Phase 1 used a needs assessment to identify required skills; Phase 2 collected observation and reflective journal data during implementation; Phase 3 used participant interviews during implementation and three months after the study ended.\"},{\"question\":\"What did researchers find about using the cognitive apprenticeship model?\",\"answer\":\"Flexibility is needed when applying the model, informed by participants’ prior knowledge and experience, with particular emphasis on the importance of modeling and coaching stages.\"}]","The Design of a Cognitive Apprenticeship to Facilitate Storytime - Programming for Librarians | PDF",1792089425,53]