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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