Teaching to teach: A regional collaboration for library instruction training
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Transcript of Teaching to teach: A regional collaboration for library instruction training
Teaching to teach
A regional collaboration for library
instruction training
Lindsay Marlow
University of South Dakota
Sarah Young
Cornell University
Scavenger Hunt!
1. A wooden pencil
2. An Apple device of any type
3. A reusable water bottle
4. A photo you have taken outside of the USA
5. Non-US currency
6. A non-fiction book
7. A new business card
8. The names of the final
members of Nirvana
Today’s presentation
Describing a model for a successful library
instruction training program
An opportunity to reflect on how this might
look in your local environment
Library
Instruction
ACademy
Leadership
Library
Instruction
ACademy
Leadership
Chapter 1How LILAC came to be
Filling
the
training
gap
Julien, H. (2005). Education
for information literacy
instruction: A global
perspective. Journal of Education for Library and Information Science, 46(3), 210-216.
Describes the role of
information literacy
in academia
Designs effective
assessments
Presents instructional
content in diverse
ways
Designs appropriate
instruction
Creates a learner-
centered
environment
% who acquired it in library school
% who feel it should be learned in library school
6.3
5.7
10.1
3.1
18.2
62.7
63.3
66
74.2
71.7
Source: Westbrock, T. and Fabian, S. 2010. College & Research Libraries, 71(6): 569-590
Attainment vs. Need
Kim Davies-Hoffman
Coordinator of Instruction and Reference Services
Milne Library, SUNY-Geneseo
Michelle Costello
Educational and Instructional Design
Milne Library, SUNY-Geneseo
January 2009
June 2009
January-May 2010
January-May 2013
Teaching Tips
from the
Trenches
SUNY-LA
Workshop
Planning…..
Participants from a
wide range of libraries
and backgrounds
Drawing on
the network
of regional
talent
Funding
a library
instruction
program
Who are your stakeholders?
What are the training gaps for the
librarians in your region?
What might the geographic scope be for
a similar program in your region?
Who are the potential collaborators in
your region, both in libraries and outside
of libraries?
Th
ink
Chapter 2 How LILAC works
Consider the
timing of
your training
program
Workshops
Observations
PresentationsMoodle
Assignments
Implementing the curriculum
Assess-ment
Teacher as Performer
Classroom Management
Technology
Collaboration
Understanding Users
Pedagogical Theory
The role of classroom
observations
Dealing
with
logistical
challenges
Th
ink
Consider the logistics of a similar program in your region. Are your stakeholders near or far? Would distance learning work?
Would the key components of your program be similar or different than LILAC?
Would your program span all library types or focus on one?
Consider timing. Would your program occur over a semester or would it be a three-day immersion?
Epilogue Back into the classroom
Thank you!
References
Davies-Hoffman, K., et al. (2013). Keeping pace with information literacy instruction for the real world: When will MLS
programs wake up and smell the LILACs? Communications in Information Literacy, 7(1), 9-23.
Julien, H. (2005). Education for information literacy instruction: A global perspective. Journal of Education for Library and Information Science, 46(3), 210-216.
Westbrock, T. and Fabian, S. 2010. Proficiencies for instruction librarians: Is there still a disconnect between
professional education and professional responsibilities? College & Research Libraries 71(6), 569-590.
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