design instructional programs based on learning principles and theories
As we are all learners, being subject to an ineffective learning encounter is a near-universal experience. Many factors can be at play in categorizing a learning experience as such, such as the instructor’s preparation, presentation style, environmental issues, or other factors, but the effect is the same—less information is apprehended and retained. In any position where instruction is a potential responsibility, it is beneficial to have an understanding of the basis of an effective instructional program. As an academic librarian, for whom dissemination of knowledge in one form or another is a substantial portion of the role, it is that much more significant.
Instruction and Academic Librarianship
As an academic librarian, designing instructional programs is an important skill due to the distinct possibility of being involved to some degree in institutional information literacy courses. Having a good conception of effective instructional methods is especially vital due to the prevalence of “one-shot” single-session information literacy courses, which demand maximum effectiveness for the brief period of time allowed. Even in other scenarios where the librarian has more time with the class, being familiar with varying learning styles and traits of the students will be helpful.
I believe that encouraging a consistent proficiency in information literacy is one of the most important aspects of a librarian’s relationship with the academic community. Information literacy and its relationship to learning are fundamental concepts that serve all disciplines in higher education. However, they are inconsistently applied outside of subjects with a direct connection to learning, such as education or psychology. The interdisciplinary nature of library science, coupled with the proximity to learning culture, presents an exciting opportunity for library researchers to be leaders in the field.
Online and Other Electronic Formats
With a steady progression in higher education toward online learning environments and electronic learning modules, the importance of learning principles and theories is even more immediate. The major benefit to an online or electronic instructional session is a format which is repeatable and can be used uniformly across the student body, including for distance learners. The detriment of such a session is less control over the environment in which the session is conducted. In addition, students lacking some understanding of the subject tend not to have their concerns addressed afterward. Therefore, it is imperative to understand different learning styles and anticipate learners’ mistakes to maximize potential for learning during the session.
It is important for an academic librarian to familiarize him- or herself with emerging instructional technology, especially if a platform or program is being adopted campus-wide. This way, the librarian can be a liaison to the faculty in use of the technology as well as finding the best ways to apply it to the library’s own instructional repertoire.
Evidence
The following assignments are selected as evidence of my understanding of this core competency.
LIBR 287 Guide on the Side & Reflection
The Information Literacy Seminar with Dr. Michelle Holschuh-Simmons was seminal to my conception of learning principles and theories, which guide my approach to instructional projects. This particular assignment consisted of a simple tutorial designed with Guide on the Side, a learning platform developed by members of the University of Arizona Library’s Instructional Service Team with contemporary learning theories and principles in mind. Putting together the guide was a collaborative effort with another student. This aspect of the project is significant because in a work environment, designing such resources is more likely to be a collaboration.
The reflection is included to illustrate the thought processes behind decisions made to shape the tutorial. Featured prominently are instructional guidelines derived from Char Booth’s Reflective Teaching, Effective Learning. Also notable is our exploration of how feedback for students answering incorrectly is just as important, if not more so, as feedback for students answering correctly.
LIBR 287 – Guide on the Side Reflection
LIBR 287 Observation
Also composed for my Information Literacy Seminar, the content of this assignment was the result of an opportunity to observe a one-shot information literacy class at a local college. Newly and thoroughly immersed in concepts of learning principles at the time I was attending, I was acutely aware of conscious or subconscious decisions the instructor was making that had an effect on the overall effectiveness of the class. A substantial portion of what I wrote about for the assignment was critical assessment, applying what I had been reading to its practical manifestation, but my main takeaway was that an effective class experience is not as easy as it may seem.
LIBR 287 – Instruction Observation Report and Analysis
Conclusion
Librarians can be “just in time” resources for students looking for specific information, but they can also be suppliers of the tools needed to find that information for themselves in the future. Likened to the “give a man a fish” proverb, as an academic librarian I welcome the challenge of teaching students how to fish for knowledge. In addition, I believe the library has an important institutional role to play in reinforcing a strong information literate culture and look forward to being a part of that.
Life is information, information is life. 