Library Instruction Model Presentation

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15th Distance LibraryServices Conference

April 20, 2012Memphis, TN

Angela Doucet Rand, University of South [email protected], @allonsdanser


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A model for

21st century

libraryinstruction

A student focused responsive model


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USA Baldwin County Branch

Established in 1984-86. Located in Fairhope, ALon the eastern shore of Mobile Bay.


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Information Services

Librarian

Instructional

Designer


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Library Services

F2F

Multimedia artifacts

Website

LibGuides

Screencasts

Reference via email, telephone, F2F

Embedded librarian

Book retreival


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spurious and apochryphal


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Organizing, Searching & CollectingA traditional model

Library resources

Learner

Librarian

Assignment

LibGuides Bibliographies

Path Finders

Online Catalog Discovery Interface


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and now ....

http://www.flickr.com/photos/73207064@N00/441037582/


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The usual suspects

http://www.flickr.com/photos/7759477@N05/3114753168/


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A paradigm shift is afoot


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Motivated Learners

A learner's motivation reflects their behaviorsand expectations. Motivated learners exhibitthe desire to expand and integrate new

knowledge and behavior into what is alreadyknown. (Kilic-Cakmak, 2010)


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Keller's ARCS Model provides guidance ondeveloping instruction that is learner-centric.

Attention

Relevance

Competence

Satisfaction


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Volition and self-efficacy

Learners who make satisfactory progress inlearning seek to replicate the experience.

(Byrnes, 2001)

Lazarus (in Byrnes, 2001) proposes thatpositive perception of an environment, that is,

a stress free environment, elicits positiveemotions that propel learning outcomes.


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Metacognition

"... the ability of individuals to reflect,understand, and control their own learning"(Schraw & Dennison, 1994)

Explicit instruction in metacognitive skillsimproves learning and achievement.

(Sanchez-Alonso & Vovides, 2007)


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Understanding the learner


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A Library Instruction Model -Kuhlthau's 6 Stages of inquiry

1. Initiation -assignment &

learner engagment2. Selection - basedon assignmentcriteria

3. Exploration -decision on how tobegin

4. Formulation -narrowing topic

choice5. Collection -

6. Presentation -


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Keller's ARCS mapped to Kuhlthau's Model


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The Online Model- 9 Principles

multimedia

contiguity

coherence

modality

redundancy

personalization

segmenting

pretraining


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Personalization

Use conversational style using a friendlyvoice which resembles human to humanconversation.

A user-friendly tone promotes a sense ofsocial presence.

It activates social cues that deepen cognitive

processing and increases learningoutcomes.

Use polite speech such as "You may want to

click the ENTER key"


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Segmenting

Break large and complex lessons down intomanageable sections.

don't leave out sections in an attempt to

make the lesson less complex. This oftenleads to frustration on the learner's partbecause they are left with incomplete

instruction. Provide learners with a representative

sample of what they are learning. then teachthe steps in segments.


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Pretraining

Provide vocabulary and definitions

Use animation and video to explain complexsystems

Show how each component works then putthem all together

Pretraining reduces cognitive load


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The theoretical model

Reduces cognitive load

Motivates students by presenting informationin manageable chunks that guarantee

success

Includes explicit instruction on metacognitiveskills

It is learner-centric


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Putting it all together

Assess learner attitudes

Develop appropriate multimedia products

Cultivate student metacognitive skills

Deliver learning objects on an as-neededbasis

Let students have control over how they

learn

Assess, refine, reflect, improve

Measure and report outcomes


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Comments/Questions?


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References

Byrnes, J. P. (2001). Minds, brains, and learning: Understanding the psychological and educational relevance ofneuroscientific research. New York: Guilford Press.

Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers anddesigners of multimedia learning. San Francisco, CA: Pfeiffer.

Keller, J. M., (1987). Development and use of the ARCS model of instructional design. Journal of InstructionalDevelopment, 10(3), 2-10. DOI: 10.1007/BF02905780

Kili-akmak, E. (2010). Learning strategies and motivational factors predicting information literacy self-efficacy of e-

learners. Australasian Journal Of Educational Technology, 26(2), 192-208.

Kuhlthau, C. (2004). Seeking Meaning: A Process Approach to Library and Information Services. Westport, Conn: LibrariesUnlimited.

Sanchez-Alonso, S. & Vovides, Y. (2007). Integration of metacognitive skills in the design of learning objects.Computers in Human Behavior, 23, 2585-2595. DOI: 10.1016/j.chb.2006.08.010

Schraw, G. & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 76,347-376.

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Library Instruction Model Presentation