The Accidental Instruction Librarian

The Accidental Instruction LibrarianPresented by Kelly Jo Woodside

Massachusetts Library System

March 2013

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After this workshop, you will be able to:1. Match learner needs with appropriate classroom

management strategies in order to foster a positive experience for your patrons.

2. Apply the ADDIE instructional design model in order to improve an existing library workshop or create a new one step-by-step.

3. Leverage your existing strengths (e.g., from working the Reference or Information Desk) and knowledge (e.g., of a subject specialty, or even a favorite hobby) in order to develop your inner instruction librarian.

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But first! Some ground rules:• Please raise your hand when you have a question. I will

address them throughout, time permitting.

• Some questions may be held in the “parking lot” for later.

• Please participate in all activities.

• We realize talking is necessary for active learning, but please don’t disrupt the workshop for others.

• Others?

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Evaluate

Analyze

Design

Develop

Implement

ADDIE Instructional Design

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ANALYZE: Library Goals

• Why does your library need this workshop?

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ANALYZE: Learners

•What do they already know?

•What do they need to know?

Who are they?

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ANALYZE: Think like a learner.

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ANALYZE: Existing materials?

• Workshop materials from others at your library

• Handouts, guides, brochures

• Materials from vendors

• Instructions at reference or information desks

• Materials from other libraries

• Models or best practices

• Technical requirements

• Software, websites, and games, e.g. Mousercize , call number games, etc.

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ANALYZE: Learning Outcomes

What should the learner be able to do?

• Select, copy, and paste text

• Locate the author and publisher of a website

Why?

• edit documents on the computer and the web.

• evaluate the authority of health information sites.

in order to

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ANALYZE: Librarian Tips

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DESIGN: Content

•How will you sequence them?

•How will you teach them?

•How will you assess them?

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Use Your Learning Outcomes!

DESIGN: Format

In-Person• Discussion, presentation,

or hands-on?

• Class size?

• Handouts?

• Rover?

• Prerequisites?

Online• Might work better for

some learner needs

• Text, video, screencast, other?

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DESIGN: Technologies (High)

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Method Equipment Necessary

Slides Presenter station/laptop and PowerPoint

Live Web Demo Internet access

Hands-on Tech Activities Computer lab / laptops

Audience Response System (Clickers)

Clicker system or Cell Phones

DESIGN: Technologies (Low)

• Handouts

• Guided note-taking

• Index cards

• Cephalonian method

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DEVELOP

• Create handouts, slides, LibGuides, videos, etc.• Activator?• Summarizer?

• Can include other staff (non-presenters) in this process!

• Test on actual learners, if possible.

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DEVELOP: Librarian Tips

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IMPLEMENT: Scheduling and Registration

• When and where?

• 6-8 weeks lead time, if possible

• Online registration ideas: EventKeeper, LibCal

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IMPLEMENT: Librarian Tips

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IMPLEMENT: Space and equipment

•Computer lab not required!

•Test all equipment in advance, in space if possible.

•Have backups.

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IMPLEMENT: Marketing

•Web calendar

•Signs

•Brochures, flyers, bookmarks

•Newsletter

•Community calendar

•LibGuides

•Facebook and/or Twitter

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IMPLEMENT: Classroom Management

What makes a great reference librarian?

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IMPLEMENT: Librarian Tips

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IMPLEMENT: Librarian Tips

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IMPLEMENT: Different ability levels: 3Rs• Review learning outcomes and

prerequisite skills at start of class.

• Redirect: know what’s above and below.

• Regroup periodically.

• Show of hands to check for understanding or completion of task.

• Pair strong students with those who need assistance.

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29It’s OK to change the plan. Remember: You’re teaching people, not content!

IMPLEMENT: Librarian Tips

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IMPLEMENT: Disruptive learners

Be Assertive.

• Refer to your ground rules.

• Be calm but direct about what you want.

Be Kind.

• Listen, if possible.

• Be empathetic.

• Offer solutions

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IMPLEMENT: Librarian Tips

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IMPLEMENT: Absolute beginners• Limit to 2 patrons per librarian.

• Have handouts with simple steps and large, clear illustrations.

• E.g., parts of a computer

• Avoid library and technical jargon. Even “web” or “dot com” can beconfusing.”

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IMPLEMENT: English Language Learners

Welcome,

Michael Murray!

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IMPLEMENT: You’re already a teacher!• Think of an experience you’ve had as a

teacher that was challenging or frustrating but ultimately rewarding.

• What were the challenges?

• How did you address them?

• What would you do differently next time?

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EVALUATE: Methods

Do learners like the course?

Survey

Did the course achieve learning outcomes?

Observation, summarizers

Did the course achieve organizational goals?

Statistics, feedback from staff

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Questions & Resources:

http://guides.masslibsystem.org/instruction

Kelly Jo WoodsideMassachusetts Library [email protected], ext. 314

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