Techniques for Effective Library Instruction
Robin Kear
Nazarbayev University Library
April 2012
Online and in the Classroom
Follow the Instruction Cycle Creation of instructional outlines (lesson plans)
Use Learning Objectives (discussed in IL slides)
Active learning exercises related to objectives Use of tutorials and screencasts LibGuides (or research guides) Evaluation and Assessment
Instruction Cycle
Planning
Preparation
Instruction
Evaluation
Planning
Who is the audience?
What are your instructional goals?
What type of instruction?
What do they know? What are their research skills?
Create a lesson plan?
In class exercises? Active learning?
Handouts/Pathfinders? LibGuide?
Evaluation? Assessment?
Lesson Plans
Main Components1. Objectives/ Learning
Outcomes
2. Active Learning
3. Assessment/ Evaluation
Designing the Lesson
Don't try to cover too much
Make what you teach relevant – real life examples
Logical progression of concepts
Use memory helpers:
Number items or use acronyms to aid memory
Repeat key points in different ways
Ask questions and summarize
Lesson Plan Form
Keeps you organized and prepared
Can be used in any instructional setting
Lesson Plan for Public
Speaking class
Active Learning
Involve the audience
How? In-class exercise Group Discussion Student Demonstrations Clickers or Cell Phone Surveys Assignment Technology
Example Activity with Objective
2.2.D.1 Demonstrates when it is appropriate to search a particular field (e.g. title, author, subject) Activity: Give students cards with different
topics, have students perform the search, and then tell you what works
http://www.ala.org/acrl/standards/objectivesinformation
Lesson Plan for Public Speaking Class
Active learning exercises
To reinforce learning outcomes
Assessment method(s)
Collaborate with professor
Benefits of Tutorials/Screencasts
Delivers Consistent, Accurate Message Short and On-Point Instruction Ease of Use Factor Relieves Instruction Burnout Instant Assessment with Quiz Feature
Examples of Tutorials Developing a Research
Topic Avoiding Plagiarism Scholarly Information Keyword Searching Using Databases PITTCAT+
http://www.library.pitt.edu/services/classes/infoliteracy/teaching.html
• Online guides to using the library’s resources that can be designed around a subject or for specific classes and assignments.
• Can be built around the course syllabus or an assignment to connect students with the specific library resources they will need to be successful.
• Faculty can link to the guide or embed it into their CourseWeb class.
• http://pitt.libguides.com
Evaluation vs. Assessment
Evaluation How well did you teach your class?
Assessment What did the students learn? How effective is an instruction program? Student must demonstrate new knowledge Tied to class learning objectives
Why Assess?
Three important purposes for assessment: Ensure that students are learning what the institution
or profession considers essential skills. Provide a basis for improving learning Satisfy the need for accountability to institution or
company by explaining clearly the institution’s goals and accomplishments.
Assessing in the Single Class
One Minute Assessment Assessing as you go Questions Quick exercise One minute writing summary Open recap of class
Discussion
Methods After a Class
Assignments & papers Check sources Skills involved in completing assignment
Faculty feedback Pre/post testing Professional projects or performance Student survey
Methods of Teaching Evaluation
Videotaping Colleague observation Instructor observation Lesson review Student satisfaction survey Assessment measures as indicators
LibGuide Companions
Information Literacy Fundamentals http://pitt.libguides.com/infolit
Information Literacy Tools http://pitt.libguides.com/infolittools
Let’s Discuss