The Accidental Instruction Librarian
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Transcript of 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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