Stephanie Watkins

UNIVERSITY OF OKLAHOMA
SCHOOL OF LIBRARY AND INFORMATION STUDIES
Information Literacy and Instruction
LIS 5503
Spring 2016
Instruction Session Rubric 15%
(5 points each)

Alyssa was successful in capturing the audience at the beginning of her presentation. She

started with an attention getter of a real life experience. She began with an experience she had

about a headache that she wanted to diagnosis online. Her feelings were that she had the flu, but

the symptoms on WEBline stated differently. Her purpose for presenting this lesson was stated at

the beginning in her introduction. She made sure to include the audience in her evaluation of the

websites. This allowed for better participation from her audience.

I think her transitions between the two websites could have been a little more clear. It

was a little confusing as to why WEBMD was a apart of the presentation. I think the lesson could

have been a little more affective if she would have just used Webline or she could have showed

how WEBMD was not a great choice to use when diagnosing symptoms. It was memorable,

however, when she walked the audience through the search process of WEBline. I will even use

this site in the future.

 The time frame limited what could be done. I think the conclusion could have been a

little more in depth, but I think it was good for the time frame she had to teach the lesson. The

central idea was stated, but I do not think that she got time to go over an evaluation of an

inadequate website, only the evaluation and practice of an affective website.

Alyssa’s delivery of the presentation was effective. She was able to speak at an appropriate

speed and her audience was able to keep up with what she was saying. She made her voice

excitable at times, so that her audience was engaged. She spoke very clearly and spoke loudly

enough for her audience to understand. Alyssa presented with ease and appeared to have

practiced her speech and was able to answer any and all questions about her topic.

Alyssa’s visual aids included websites that she encouraged the audience to access while going

through her explanation of the websites. She also had an assessment and an observation critique

at her conclusion that allowed her to reflect on the effectiveness of her teaching.

The presentation lasted about 15 minutes. She allowed the rest of the time for the audience and

professor to ask questions. She understood what she was teaching fully and had an answer for

every question that was asked. She was able to not just answer the question, but demonstrate the

answer to the questions using MEDline. Her presentation was affective, and I will use the

website Weblink in my everyday life.