Breaking the Mold: Using Educational Pedagogy in Designing Library Instruction of Adult Learners

Summary

This paper delineates the special characteristics of the adult learner, emphasizing their high level of motivation and their diverse learning styles. It introduces the 4MATR System, an instructional model developed by Bernice McCarthy, PhD which provides a systematic approach to delivering instruction that especially addresses the learning styles of adults. As a learner-focused model for adapting curriculum and instruction to the diverse needs of students, 4 MAT gives teachers/librarians a framework in which to design learning activities in a systematic cycle. The system encourages librarians to use multiple methods of instruction so as to reach students more effectively, regardless of the individual's learning style. The paper concludes with a library instruction unit designed by using the 4MATR System.     

BI and Library Instruction

No abstract available for this article.     

Online Library Instruction

ABSTRACT

At the School of Nursing, University of Wisconsin-Madison, librarians and clinical faculty are working collaboratively to produce Web-based learning modules.

The collaboration resulted in four Web-based learning objects, including a virtual tour of the library Web site and three assignment-centered tutorials. Modules are short (15 minutes), focused on specific learning objectives and easily accessible on- and off-campus. They are embedded in an online course environment and free librarians to provide more customized instruction to classes upon request.

This poster presentation will demonstrate sections of the four modules, detail the development process, and explain how modules currently support School of Nursing curriculum andoutline implications for future development.     

Library Instruction:

Principles of learning and instructional theories are discussed and related to the challenges and problems of instruction in library user education. A suggested model of library instruction is outlined along with the strong recommendation that librarians be aggressively active in promoting information literacy before library instruction begins. Being knowledgeable and keeping abreast of new theories and principles of learning and acting upon these principles will improve instruction. Librarians must realize that information literacy is a "process" and cannot be accomplished in one lecture.     

Library Instruction and Reference Service

No abstract available for this article.     

Library Instruction and Foreign Students

No abstract available for this article.     

Modified Problem-Based Library Instruction

ABSTRACT

Despite the known advantages of active learning, many librarians still favor lecture-style instruction that doesn't engage students in classroom learning activities. This method draws on principles of problem-based learning (PBL) to provide a simple, reusable, and scalable plan for teaching activity-based library researc     

Keeping Library Instruction Alive

Renewing library instruction is a constant effort involving re-affirmation of the goals of library instruction, collaboration with faculty, the use of real-world examples and analogies and, not least, having fun. Tested examples of assignments are included.     

Succession Planning for Library Instruction

Detailed succession planning helps libraries pass information from one employee to the next. This is crucial in preparing for hiring, turnover, retirements, training of graduate teaching assistants in academic libraries, and other common situations. The authors of this article discuss succession planning for instruction programs in academic libraries. They provide strategies and tools for use and adaptation.     

Library Instruction in Medical Libraries

No abstract available for this article.     

Narrowing the Gap Between Library Instruction and Functional Library Literacy

No abstract available for this article.     

A Dental Library Instruction Program

A library instruction program is a valuable service to dental students and other library users. This paper outlines the steps needed to implement an effective instruction program in a dental library. The successful library instruction program in place at the Indiana University School of Dentistry Library servces as a prototype.     

Administrator's Perspective on Library Instruction

No abstract available for this article.     

Library Instruction for Faculty Members

No abstract available for this article.     

Library Instruction in Public Libraries

No abstract available for this article.     

Library Use Instruction in the Small and Medium Public Library

No abstract available for this article.     

Student Engagement in One-Shot Library Instruction

As technology has increased students' access to both high and low quality information, the need for effective information literacy instruction has become more apparent. However, many librarians still struggle to solidify their place, and their value, in the instructional landscape of their parent institution. This struggle persists while library instruction for students remains limited to one 50–75 min session (one-shot instruction). Indeed, the notion that information literacy can be taught in one session is preposterous for most librarians. Nevertheless, as this constraint persists, librarians must work to improve the results students achieve within the one-shot model. This research explores ways in which one-shot library instruction might be bolstered through the promotion of higher levels of student engagement. This research utilizes a pre and post-test analytical model to compare an experimental, learner-centered approach to library instruction, supplemented with clickers, to a more traditional pedagogical approach. Statistical analyses show that while both the experimental and control groups witnessed significant improvement from pre to post-test, there was no statistically significant difference between these two approaches. These findings elicit further, perhaps more troubling, questions regarding the level of engagement possible in one-shot library instruction.     

Bibliographic Instruction in the Academic Library

No abstract available for this article.