TH!NK
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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