Exploring the Interdisciplinary

Teaching in Action and Observation

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This week for LIS 492 - Library Instruction, our assignment was to observe a Master of Library Science teach an information literacy class. This observation assignment was assigned so that we, as instructors, can observe what really happens in the classroom-besides what we expect based on learning. Over the last few weeks, we have spent time learning instructional styles, pedagogy, praxis, strategy, and theory. We have learned an abundant amount of information that is not completely retainable, however it is my belief, as an Educational Alchemist, that we build an actionable instructional philosophy that includes "built in" practices that stimulate learning that is accessible, observable, and measurable.

According to Peter Dean, MLS, at The University of Southern Mississippi, one of the biggest challenges that Library Instructors face, particularly in the type of observed instruction, Academic Research, there is the preference of students to “Google” information sources rather than to search academic databases. Dean provides library instruction ten times yearly, but notes that the amount of library instruction requests are on the rise and that most students tend to be incoming freshmen and nontraditional students in serious need of such instruction. In addition to formal library instruction, the instructor, Mr. Dean, also creates self-paced online library guides for student use. In all library instruction for the institution, staff members rely on teams for project planning and implementation. Though this is the case, in a single past experience, a team member has asked that he substitute as instructor, but left no formal expectation of the class. This lead to a disorganized attempt that taught him, as an instructor, the importance of classroom management, in which, he quickly adapted. As a routine practice, he provides satisfaction surveys at the end of instruction to gauge instructional success. In reflection, the observed instructor, Mr. Dean, also indicated that the best class he ever conducted, was so, because of the high degree of classroom participation and interest from senior students who felt enlightened by the experience. His final recommendation is that students seek sources of informational literacy early on in their educational careers to maximize learning opportunities.

I really appreciated this observational assignment because I was not only able to learn from the instructional observation, but also the information literacy course itself. One of the major philosophies that I appreciate is constructivism. The fact that many college freshman, and nontraditional students, seem deficient, or lack confidence, in obtaining scholarly sources for academic research, enforces the fact that an assessment of prior knowledge is key in the application of scaffolding techniques to build on learner knowledge. This strategic instructional style will ensure that students are equipped with both the knowledge and confidence to produce collegiate, research quality, academic and career achievements.


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The "Blue Book" for Library Instruction

I find it most difficult to write about the study this week because of the wide range of valuable materials related to design for Library Instruction. I truly wanted to discuss all of the resources that we covered, but the most exciting resource for me was The Blue Book on Information Age Inquiry, Instruction, and Literacy, written by Daniel Callison and Leslie Preddy (Callison, n.d.). This resource serves as a guidebook for inquiry, instruction, and literacy that incorporates effective standard practices and procedures for library professionals. The focus from the book this week was chapter seven, Instructional Models Applied to Inquiry, which covers a wide range of planning models ranging from the preparatory model of Robert Gagne’, to the AASL Program Assessment Rubric provided by the American Association of School Librarians. These models provide guidance throughout the process of instructional design. I recommend this book as a guidebook for all Library Instruction Professionals.

The sheer number of theories, models, and strategies can seem intimidating and confusing at times; but by utilizing the “Blue Book” one may find tried and true models and strategies for instructional literacy required of Library Media Specialists. Utilizing these resources is sure to provide engaging and effective instruction for a wide variety of publics. With practice of these models it can be expected that the development of solid practices of teaching and learning can take place, meeting the expectations of students, peers, and administrators alike. Theories, models, and strategies presented can all be applied with a constructivist approach; providing cross-disciplinary foundation and application.

Interested in studying Library Instruction? Check out The University of Southern Mississippi

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References

Callison, D. (n.d.). Instructional Models Applied to Inquiry. In D. C. Preddy, The Blue Book on Information Age Inquiry, Instruction and Literacy (pp. 118-130). Westport: Libraries Unlimited.

Develop Core Strategy for Teaching Effectiveness According To Booth

Constructive Development of Pedagogy and Praxis in Library Instruction

Moving beyond learning the flexibility of teaching/learning styles, objects, and applications, we lead to systematic instructional philosophies that form and guide Library Instruction. As with each discipline, Library Instruction is built on a core system of pedagogy and praxis that includes distinguished educational theory that covers learning, instruction, and curriculum. I was excited to further explore the Cognitive “Major Theoretical School”, which is one of the three major schools of thought, for Library Instruction Practitioners, according to the text, Reflective Teaching, Effective Learning: Instructional Literacy for Library Education, written by Char Booth in 2011, for the American Library Association of Chicago (Booth, 2011).

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Victor C. X. Wang wrote an article for the International Forum of Teaching and Studies that explores the historical developments of learning theories and the lasting developments and significance for the roles and relationships amongst teachers and learners (Wang, 2012). Conrad Hughes provides guidance on the importance of passionate practice and exchange among teachers & learners alike; but warns of competing environmental elements detracting from the capabilities of producing mutually exciting learning, instruction, and curriculum (Hughes, 2012). As an Educational Alchemist, of Library Instruction, I will consider heavily, the flexibility required in matching teaching and learning styles with the appropriate, hands on objects that construct a model of instructional design and integrates an “a la carte” for the planning, design, and development of individualistic pedagogy and praxis in the field of Library Instruction.


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References


Booth, C. (2011). Reflective teaching effective learning instructional literacy for library educators. Chicago: American Library Association.

Hughes, C. (2012, June 14). Passion for beauty: a model for learning. Creative education, pp. 334-341.

Wang, V. X. (2012). Understanding and promoting learning theories. Understanding and promoting learning theories, 5-12.