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Learning the Library: Instructional Dilemmas in
Library Instruction
Angie Gerrard & Mary Dykes
Rethinking Learning: Collaboration for Change 2005
Learning the Library 2
Getting to know
our participants
Instructors
Instructional designers
Librarians
Others?
Learning the Library 3
Introduction
1. Define information literacy
2. Define library instruction
3. Analyse instructional design
4. Describe course examples
5. Discuss of our approach
Learning the Library 4
1. Information Literacy
• “Information Literacy is the set of skills needed to
find,
retrieve,
analyze, and use information.”
Learning the Library 5
1. Information Literacy
• “To be information literate, a person must be able to
recognize when information is needed and have the
ability to locate, evaluate and use effectively the
needed information. Ultimately, information literate
people are those who have learned how to learn.“ (American Library Association Presidential Committee on Information Literacy
(January 10, 1989, Washington, D.C.)
http://www.ala.org/ala/acrl/acrlpubs/whitepapers/presidential.htm)
Learning the Library 6
#1 KNOW - determine the extent of information needed
#2 ACCESS / FIND - access the determined information effectively & efficiently
#3 EVALUATE - evaluate information & its sources critically
#4 USE - use information effectively to accomplish a specific purpose
#5 UNDERSTAND - understand the economic, legal, & social issues surrounding the use of information & access & use information ethically & legally
Highlights of Information Literacy Standards
Learning the Library 7
1. Information Literacy
Information literate people know:
how knowledge is organized
how to find information
how to use information in such a way that others can learn from them
Learning the Library 8
1. Information Literacy
Information literate people are prepared
for lifelong learning because they can
always find the information needed for
any task or decision at hand.
Learning the Library 9
2. Library Instruction
• Task focused instruction based on information literacy
• Delivery in classroom or online:a) Generic
b) Course
c) Program
Learning the Library 10
Why use different terminology?
Similarities: Differences:
Learning the Library 11
3. Analyse Instructional Design
Students
Instructors Librarians
Learning the Library 12
3. Analyse Instructional Design
Cognitive Learning
Critical thinking
Problem solving
Procedural
Factual
Learning the Library 13
3. Analyse Instructional Design
Attitudes
Information
Libraries
Librarians
Collaboration
Librarians & Faculty
Students
Learning the Library 14
3. Analyse Instructional Design
Effective Learning Environments
Blended delivery - program, course instruction
Classroom - one shot instruction
Online - course environment
Online - how to guides just in time
Learning the Library 15
4. Courses - Blended & Online Delivery
Course integration: – KIN 233.3 Historical & Comparative Phys Ed &
Sport http://library.usask.ca/courses.php?term=200509&subject=KIN&course=233
– WGST 110.6 (online delivery)
Program integration: – Professional Skills 205.6 Medical Informatics
http://library.usask.ca/hsl/informatics/
– Commerce 109 & 209 http://library.usask.ca/subjects.php?subject=comm&tab=Courses
Learning the Library 16
5. Our Approach
Effective Delivery of Information Literacy/ Library Instruction
• Requires ongoing collaboration with instructors at the course, program, and discipline levels
• Online environment provides just-in-time access to factual & procedural learning
• Formal/structured classroom delivery promotes changes in attitudes about information and the Library
Learning the Library 17
Discussion
Learning the Library 18
Angie Gerrard
Off Campus Library Services
Coordinator
(306) 966-6004
Mary Dykes
Instructional Design Group
Contact Information
