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Jennifer Stith

Instructional Literacy Environments and Strategies


for
LIS 688-11D: The Design of Under Instruction and Training
Teaching, Learning, and Instructional Literacy in Information Organizations

Instructional Design Models
In my own words, I would define teaching as the sharing of skills and knowledge in such
a way that learners can effectively demonstrate them on their own. There are several relevant
models and theories that I find to be very useful, and plan to use when providing various forms
of information literacy and programming. The two models that I will mention here and that strike
me as most useful according to my definition of teaching are the A-ADDIE Model and Gagnes
Nine Events of Instruction.
The first model is the A-ADDIE Model, which is an acronym that stands for Assessment,
Analysis, Design, Development, Implementation, and Evaluation. Each of these are stages of
effective instructional design according to this model. The first A of this model, Assessment, is
an addition to the original model and calls attention to the importance of Assessment to all
stages of the instructional design process. Assessment at any stage helps the instructor and
information organization ensure that the class content, design and delivery are as effective as
possible for conveying meaningful skills and knowledge.
The second A, Analysis, is the crucial phase of considering what the learners need to
know and how you can best meet their learning needs. Delivery method of the instruction (i.e.,
online, in -person, etc.), previous experience of the learners should be considered at this early
stage of the A-ADDIE Model. Next comes Design, when the instructor plans the course by
applying pedagogical theory to course content for the most effective instruction. In the following
Development stage course materials identified in the design are gathered and supplemental
technology is created. Then instruction is Implemented. In this stage instructors deliver
instruction, ensuring learners know the expected course outcomes and expectations.
Once instruction has been implemented, Evaluation of the instruction takes place. As
stated earlier, formative evaluation or assessment can be applied at all stages of the
instructional design process in order to keep the development of the instruction as on task and
relevant as possible. However, summative evaluation particularly should be done at this final
stage to assess the all stages of the instructional design process as a whole. Summative
evaluations provide useful feedback that allows the instructor to discover what the audience
found useful about the workshop and how it can be improved in the future (Read 2012). This A-
ADDIE Model gives a great broad model of the instructional design process.
I also appreciated Gagnes Nine Events of Instruction for providing a more details model
of exactly how to Implement instruction in a manner that supports effective and lasting
learning. This tried and true model suggests the following nine stages of implementation: 1)
Gain learners attention, 2) Inform learners of objectives, 3) Stimulate recall of prerequisites and
previous knowledge, 4) Present stimulus for learning, 5) Provide prompts and guidance, 6)
Provide Practice, 7) Provide Feedback, 8) Assess the Performance, and 9) Promote transfer
and retention (Read 2012).
While the stages of Gagnes stages may seem long and complex at first glance, this
model is actually quite straightforward. Gagnes model basically requires the instructor to
demonstrate the value of the knowledge to the learner and present the information, have the
learner demonstrate their understanding of the information, assess learners performance, and
then reiterate main points for retention. Through implementing my own instruction in this class I
have learned that the stages of Gagnes model can be easily combined for or even re-arranged
as necessary. As with all instructional models, A-ADDIE and Gagnes Nine Events provide
great standards for designing instruction, but it is important to not rigidly follow such models and
theories at the expense of designing natural and relevant instruction. Flexibility when teaching
is always an asset.



Learning Theories
I would define learning as the process of acquiring of knowledge and skills that can be
later demonstrated independently. The three major schools are of learning theory are
behaviorism, cognitivism, and constructivism. Behaviorism considers the learners performance
to be shaped by their response to reinforcement or punishment. It is important to know that
reinforcement can be either positive (the presence of a stimulus) or negative (withdrawal of
stimulus). In this way positive reinforcement can either be a reward or a punishment.
Behaviorist learners are most motivated by external stimuli such as praise or good grades.
Cognitivism argues that people need to be engaged in order to learn. Instead of just
prodding learners performance with outside stimuli, as is suggested by behaviorism, learning is
supported with participation in the cognitivist approach. Gagnes Nine Stages represent an
example of a participatory teaching style that a cognitivist learner would do well with. On the
other hand, in constructivism learners construct their own learning based on their personal
experiences, and prior knowledge. Thus, students learn by testing their previous knowledge
socially. Group discussion is one such way of using a constructivist approach to learning.
Through discussing personal ideas and experiences new knowledge can be integrated for
learners.
Teaching in a way that considers all three learning theories is most effective, instead of
simply relying on one. However, I believe that the most useful approach to providing
information literacy instruction is the cognitivist approach. With its emphasis on participation I
believe this is the most useful approach to demonstrating the useful library- related knowledge
and skills for future practice. It helps learners process the information and skills through direct
practice.



Evolving Trends in Library and Information Organization Instruction: Online Education
Within instructional settings librarians now find themselves faced with the demand to
connect with students, to make libraries and information literacy knowledge meaningful, and to
create learning opportunities that are memorable and long-lasting (Donovan 2009). Academic
libraries are looking for instructors that can promote the effective use of the librarys resources
and thus demonstrate the librarys critical role of supporting campus-wide learning. To be an
excellent library instructor, one must be able to empower students to use the library in ways that
they need. Quality instruction ensures that the librarys resources will be correctly and more
regularly used, thus the positive impact of the library is more demonstrable.
The current models of library instruction revolve around supporting the development of
information literacy skills through teaching focused on finding, evaluating, and using information
of all types (University of Texas 2014). On a college campus teaching takes place most
commonly in the following scenarios:
one-shot instruction sessions embedding research skills into a semester-long course
assignment and course design consultations with a faculty member
semester-long, for-credit information literacy courses
drop-in workshops offered for faculty, students, and staff
online instruction, such as embedding instruction in learning management systems
like Blackboard or Canvas
creating instructional content for the librarys website, such as how-to guides and
tutorials (University of Texas 2014)
As colleges and universities seek to make their programs more assessable to boost
enrollment numbers and successful degree completion, online classes are becoming more
prominent in course offerings. Online learning falls into three main types of courses: Web
facilitated, blended/ hybrid, and online courses. In web facilitated classes about 1-29% of the
content is delivered online. A web facilitated course uses web-based technology to facilitate
what is essentially a face-to-face course. [It] may use a course management system (CMS) or
web pages to post the syllabus and assignments (Allen & Seaman 2013). Blended and Hybrid
courses deliver about 30% to 79% of content online. A blended/hybrid course combines a large
amount of online delivery with a reduced number of face-to-face meetings. Online discussions
are often utilized in these courses as well. Lastly, in online courses 80% or more of the content
is delivered online. Online courses rarely meet face-to-face. These are the types of online
learning environments that academic librarians in particular will need to work in, in order to
reach the growing online learning campus community. MOOCs represent one such form of
online class that is currently receiving a great deal of attention. MOOCs are great because they
make instruction assessable, however most colleges and universities are undecided about
implementing them. Studies have shown that only a very small segment of higher education
institutions are now experimenting with MOOCs with a somewhat larger number in the planning
stages. Most institutions remain undecided (Allen and Seaman 2013).

Instructional Strategies and Solutions
Ive learned four main strategies and solutions for instruction. First, Ive learned that it is
crucial to be flexible as an instructor. What an instructor may have planned for a class may need
to be adjusted in the middle of delivery for reasons as simple as technical issues. Instructors
need to be adaptable at all stages of instructional design and delivery. Secondly, I have learned
throughout this class that the behaviorist approach of using positive and negative reinforcement
can enhance student performance and enthusiasm for learning when done properly. Multiple
studies have shown that rewarding effort and participation yield better results than punishing
unwanted behavior.
Lastly, Ive learned the importance of being engaging. The easiest way to do this is to
keep the content focused on what students need to know, not on what the instructor wants to
teach. Another way to be engaging is by being a natural and authentic instructor. As Carrie
Donovan states, In asking students to be present and participatory, we must respond by
bringing our own professional and personal wealth of knowledge and experience to the
conversation (2009). I plan to not hide behind a detached teacher role when giving instruction,
but to engage students with my own experience, interests, and thus enthusiasm, as I ask the
same from them.
Understanding the basic theories behind instruction and learning have empowered me
with tools that will make me a better librarian and instructor. I hope to similarly empower library
users in the near future by effectively facilitating meaningful instruction centered on their
learning needs. I look forward to sharing my love of libraries with learners in a way that benefits
library users in their lives and work.

References

Allen, I. E. and Seaman, J. (2013). Changing course ten years of tracking online education in
the United States. Babson Survey Research Group and Quahog Research Group, LLC.
Donovan, C. (2009). Sense of self: Embracing your teacher identity. In the library with a lead
pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2009/sense-of-self-
embracing-your-teacher- identity/
Read, K. (2012). Part 2: Instructional design models for teaching library workshops-ADDIE.
Kevin the librarian. Retrieved from
http://kevinthelibrarian.wordpress.com/2012/07/12/part-2-instructional-design-models-
for-teaching-library-workshops-addie/
Read, K. (2012). Part 3: Instructional design models for teaching library workshops-Gagnes
Nine Events of Instruction. Kevin the librarian. Retrieved from
http://kevinthelibrarian.wordpress.com/2012/07/13/part-3-instructional-design-models-
for-teaching-library-workshops-gagnes-nine-events-of-instruction/
University of Texas. (2014). Teaching in libraries. University of Texas libraries. Retrieved from
http://www.lib.utexas.edu/services/instruction/tips/tf/tf_tlib.html

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