robin kear techniques for effective library instruction

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