1. GLIS 679
TRAINING OF TRAINERS FOR EFFECTIVE TEACHING AND COLLABORATING
IN INFORMATION LITERACY
AT THE ACADEMIC LIBRARY OF AR-RANIRY
By Nazaruddin
Presented to: Prof. Joan Bartlett
School of Information Studies-McGill University

2. Fall 2009
Introduction
As technological advancements at the Academic Library of Ar-Raniry, as part of the
December 2004 tsunami recovery’s response, along with drastic changes in users' information
needs continue to grow in the Ar-Raniry University, the librarians are faced with a need to
develop a formal information literacy instruction.
In cooperation with the School of Information Studies (SIS), Adab Faculty of Ar-Raniry,
the library will develop a regional information literacy training program called “Training of
Trainers for effective teaching in Information Literacy” (ToTIL). The overall purpose of this
collaborative training is to develop teacher-librarians capacity in teaching information literacy
for users as outlined in the Information Literacy Competency Standards for Higher Education, as
well as to develop effective collaboration with course instructors, university administrators and
other stockholders.
In order to provide a better overview of this workshop, the ToTIL plan includes the
following components: the demographic of the library, information literacy needs, available
resources, goals and objectives, instructional methods and program, materials deigns as well as
evaluation and revision plans.
The demographic of Academic Library of Ar-Raniry
The Academic Library of Ar-Raniry is the main library of Ar-Raniry University, which is
the biggest modern Islamic university in Aceh-Indonesia. The library was established in 1963
along with its institution. The ultimate goal of the library is to support the mission of Ar-Raniry
that reflects upon the three pillars of Indonesian Higher Education (TRIDHARMA): teaching,
learning and research. To support the academic roles of its teaching, learning and research
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3. programs, the library provides a variety of resources, services and programs for the Ar-Raniry
campus’ community.
To operate these essential roles properly, the library has 6 professional staff and 24
paraprofessional staff who in six different divisions: Administration, Acquisition and
Cataloguing, Circulation and Reference, Marketing and Publication, Events and exhibitions,
Library Staff Development, IT Services, and Preservation. In addition, each of the division is
leaded by a professional librarian.
Vision:
 Develop the library of Ar-Raniry as a modern Islamic information resource centre to
support teaching, learning and research process at the Ar-Raniry by providing reliable,
relevant and recent resources with high quality services.
Mission: The library of Ar-Raniry
 Supports the three pillars of the Indonesian Higher Education
 Builds and preserve a strong collections both Islamic and general subjects
 Leads on Islamic information and professional services
 Stimulates and promote information literacy within campus and community.
 Deposit and promote internal academic publications.
Values: The staff and administrator of the main library of Ar-Raniry University
 Struggle in fulfilling the library’s mission and vision
 Strive to create a diverse environment of respect and collaboration
 Exercise leadership, managerial, and services
 Organize advanced searching information and technologies
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4. Target Population and Collection
The intended audience of the Ar-Raniry library are students, faculties, researchers and
other academic staff within the five faculties existing in the university. Other potential audience
include general public ether local, national or international those has special interest in Islamic
subjects. To serve the amount of 7000 internal patrons, the library provides 20.000 titles and
around 200,000 copies of collections consisting of books and journals both in printed and
electronic formats.
Funding and Library Developments
As a government organization, the Ar-Raniry library is fully funded by the government of
Indonesia. Since the funding from the government is limited, the library is allowed to receive
funding from others donors either national or international. For examples, after tsunami in 2004
the library received a funding from the Asia Foundation (TAF) to build an automation system.
Also, in 2006 the library got another grant from the IAIN Indonesia Social Equity Project
(IISEP), a bilateral project funded by the Canadian International Development Agency (CIDA)
and the Government of Indonesia.
The donation from IISEP was purposed to enhance the electronic system of the library by
building the library’ website, develop the library collection as well as to develop the human
resources of the library by providing scholarships for three library’s staff to study in Information
Studies at McGill University.
As a result, in October 2007 the library has established an Online Public Access
Catalogue (OPAC), sent its staff to McGill, developed the collection and launched its website
which allows patrons to access to the following resources online:
 ODLIS: Online Dictionary of Library and Information Science
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5.  Middle Eastern & Central Asian Studies (EBSCO)
 Encyclopaedia of Library and Information Science
 Encyclopaedia of Islam and the Muslim World
 Gale Virtual Reference Library
 ProQuest Research Library
 Index Islamicus (CSA)
 Emerald
 ERIC
Information Literacy challenges
As technological advancements along with drastic changes in users' information needs
continue to grow in the Ar-Raniry University, the librarians are faced with a need to develop a
formal library instruction. Other challenges include the library has become one of the
development targets of the institution and the local government, academic community is willing
to support library program.
At the national level, the educational quality reform in Indonesian in 1998 emphasizing
on problem based learning system which aimed at activating students, has created new
paradigms for professional and pedagogical activities in higher education and the library is
working to adjust its services to this new situation. Furthermore, at the international scale, the
shift in the concept of a traditional library into learning resource center is also another real
challenge that forces the Ar-Raniry library to develop an information literacy program
effectively.
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6. Although it was a little bit late, the academic library of Ar-Raniry also responded to these
new trends by conducting a-one day information literacy workshop as a pilot project in July
2006. This workshop was intended to new undergraduate students of Ar-Raniry University.
Information Literacy Plan
The need of Training of Trainers for effective teaching in Information Literacy (ToTIL)
The explosion of information in various formats and the challenge of using them
effectively and responsibly have been responded seriously by the Association of College and
Research Libraries (ACRL) and the American Association of Higher Education (AAHE) since a
decade ago. The ACRL and the AAHE has struggled to address information literacy concerns.
One of the real efforts of the ACRL is “ACRL’s Best Practices Initiative” which was developed
through a multiphase process which involved professionals from multiple sectors of higher
education, including librarians, faculty, administrators, and professional organizations.
The guideline offers a detailed outline of the recommended components for excellent
information literacy planning, collaborative information literacy pedagogy, outreach to academic
departments and other necessary efforts for creating successful information literacy instruction
outcomes (American Library Association, 2001).
The ACRL’s efforts have been responded widely by many academic libraries around the
world by providing instruction in information literacy described as the "ability to locate, manage,
critically evaluate, and use information for problem solving, research, decision making, and
continued professional development" (Orr, A., & Wallin,M, 2001, p 457).
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7. Although it was a little bit late, the academic library of Ar-Raniry also has responded
toward the new trends by conducting a-one day information literacy workshop for new
undergraduate students in July 2006.
Regarding the academic roles of university libraries, it was acknowledged that the
universities libraries are teaching libraries (University of Rhode Island, 2006). Therefore,
building librarians’ capacity in teaching information literacy and using multimedia media
technology is essential.
Moreover, to better cover the diverse needs of university patrons in today’s information
age, Mary C. at.al (2000) argue that it is a need to prepare instructional teacher-librarians in
information literacy. They offer the following steps. First, outline the information literacy
concepts and programs into a planning document. Second, develop a shared definition of
information literacy for the university so that we could use to share and discuss ideas both with
our colleagues and with the university community at large. Third, develop a core group of library
faculty specifically for teaching. Forth, implement the program by working collaboratively with
faculties other colleagues outside the library. Finally, evaluate and revise the plan provide more
teaching labs, location and facilities.
As the academic library, the library of Ar-Raniry also actively tries to promote their
services as the bridge of information empowerment between users and their research needs. The
librarians strive to offer the Ar-Raniry community opportunities to become effective, efficient
information consumers for the 21stcentury.
However, based on the first information literacy workshop, the librarians found that there
were some potential treats that need to be solved. The treats include lack of staff and staff’s
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8. teachings ability, lack of resources and media such as computers, projectors, low internet
connection as well as limited representative rooms. The librarians believe that those all are
interrelated problems, but the root and the most urgent problem that should to be solved soon is
pedagogical staff skills.
Such problems were not only experienced by the Ar-Raniry library. Similar barriers also
found in other academic libraries such as ineffective partnerships with faculties, difficult to
motivate students to learn information literacy skills and to assess student mastery of concepts
and skills. Therefore, it is a crucial need to train librarians to serve as teachers as well as
instructional designers (Grassian & Kaplowitz, 2001).
Consequently, in order to solve these interrelated problems, the library of Ar-Raniry is
planning to make every effort to succeed information literacy program, and the first essential
step that need be done is to provide a pedagogical training for trainers with a special focus on
effective teaching techniques.
Goals and objectives
Goals:
 to prepare the librarians of Ar-Raniry as information literacy professional trainers who will
be able:
 to teach library users effectively and efficiently by using appropriate methods and
modern technology media.
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9.  to develop effective collaboration with course instructors, university administrators and
other stockholders in order to promote information literacy both at internal, local,
national and international levels.
Objectives:
After completion of the workshop, participants are expected to be able to:
IL integration skills
 Define the basic concepts of IL and describe its role in academic contexts.
 Identify the specific needs of IL in the context of Ar-Raniry
IL teaching /presentation skills
 Modifies different instructional methods to match the class style, setting and diverse
needs of users.
 Demonstrate the best possible use of tone, eye contact, and gestures to keep class lively
and students engaged.
 Selects appropriate pedagogical approaches focused on Information Literacy
 Uses modern teaching media and know the specific requirements to use them properly.
 Reflects on practice in order to improve teaching skills and acquires new knowledge of
teaching methods and learning theories.
 Shares teaching techniques and knowledge with other colleagues
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10.  Evaluate personal teaching ability by offering a short presentation with an opportunity to
receive individual feedback from peer reviewer and core instructors.
Instructional design skills
 Design lesson and evaluation plans by implementing key information literacy standards.
 Connect instructional plans to the mission of the Ar-Raniry institution.
IL collaboration/promotion skills
 Collaborates with classroom faculty to integrate appropriate information literacy
competencies, concepts, and skills into library instruction sessions, assignments, and
course content
 Promotes the library and the instruction program in an effective and positive manner at
local, regional, and national meetings and conferences.
Notes: The framework for classifying statements of these objectives is based on “Bloom
Taxonomy of educational objectives”. The contents and coverage are standardized with the
"Standards for Proficiencies for Instruction Librarians and Coordinators" by focusing on
four categories of IL pedagogy’s skills.
The instruction methods
There is a variety of instructional methods have been introduced. However selecting
appropriate pedagogical methods will depend on many institutional and situational factors such
as audience, purpose, budget, staffing, facilities, and time (Grassian & Kaplowitz, 2001). To
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11. meet its specific needs, this workshop selects four combination methods for the four different
subjects or skills:
 Lecture
 Class discussion
 Microteaching
 Role playing
 Group Discussion
The instructional program and materials
First Day Session:
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12. Subjects Activity Time Materials Methods
- Introduction to IL (what, 2 Hrs - Laptop - Lecture
why and how) - Wireless connection - Group Discussion
- IL in Higher Education - Slide Projector
(various standards, but focus - Handouts
 IL Integration skills on standards for proficiency - Additional
for instructors librarians) References
- IL in Ar-Raniry context - Ar-Raniry
(discuss 5 department educational
curriculums) standards.
- IL assessment needs - ACRL,
- Learn basic techniques on 2 Hrs - Laptops - Lecture
 IL instructional how to use teaching media (PowerPoint) - Demonstration
design Skills such as projector, OHP etc. - Slide Projector
- Create power point slides - Wireless connection
for presentations
- Learn indicators of good 2 Hr - Laptops - Lecture
quality teaching - Wireless connection - Demonstration
(effective choice of - Slide Projector - Group discussion
 IL Teaching / materials, organization of - Handouts
Presentation Skills subject and time)
-Learn how to design a short
lesson and evaluation
plans.
Second Day Sessions
Subjects Activity Time Materials Methods
- 5 minutes personal 3 Hrs - Laptop - Microteaching
presentation on any topic of - Wireless connection presentations
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13.  IL Teaching / interest regarding the IL. - Slide Projector
Presentation Skills - Peer reviewers by giving - Presentation
(Continue) comments on personal Handouts
teaching styles (eye contact, - Video Recorder
body language, teaching (Tripod)
aids, organizations, - Peer Evaluation
contents, etc) Sheets
- Learn the basic ideas of 3 Hrs - Laptops - Lecture
collaboration among - Slide Projector - Role playing
disciplinary faculty, - Wireless connection
librarians, and other IL
programs.
-Discuss the basic precepts,
theories, methodologies,
and topics in assigned and
related subject areas when
 Collaboration Skills planning instruction.
- Role playing: The class is
divided into 2 big groups
(subject specialists and
course instructors) and then
in the groups of two, the
participants play role to
discuss IL instruction for
his/her subject.
A plan for Evaluation and Revision
According to the senate committee on teaching and learning’s (2002), there are six
strategies that teachers may use to assess and evaluate the quality of their teaching and its impact
on student learning: 1) teaching dossiers; 2) student ratings; 3) peer observations; 4) letters and
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14. individual interviews; 5) course portfolios; and 6) classroom assessment. In addition, the senate
recommend that in order to ensure that the evaluation is both comprehensive and representative,
it is important to combine a variety of evaluation strategies. Therefore, this workshop use
summative evaluation by combining three evaluation strategies above: peer evaluation,
classroom assessment as well as self assessment.
Appendixes:
1. Sample of a lesson plan
TRAINING OF TRAINERS FOR EFFECTIVE TEACHING AND COLLABORATING
IN INFORMATION LITERACY
Presented by : Nazaruddin Musa
Email : nazar.musa@ar-raniry.ac.id
Institution : Academic Library of Ar-Raniry University-Banda Aceh
Date: January 10, 2009
Grade Level : Higher Education
Target Audience : Academic Librarians,
Other Audience : Course Instructors and Library administrators
Subject : Information Literacy Teaching Skills
Duration : 5 hours session
Description: This workshop is designed to address the needs of the librarians of Ar-Raniry
who will be expected to teach library literacy instruction in an academic environment. It will
introduce you to the creative process of teaching within the context of information literacy. You
will follow a series of steps from theoretical to the practical. More specifically, this hand-on
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15. workshop will focus on the important of quality teaching, instructional designing, appropriate
materials selecting and group building. In addition, with a five-minute microteaching
presentation session at the second part of the session, will give you a real and valuable lesson to
develop your own IL teaching skills.
Goals: By the end of this training, participants will be able to teach library instruction effectively
and efficiently dedicated to better serving the students’ needs.
Objectives: By the end of this training, participants will be able to
 Understand the important of quality teaching in information literacy
 Modifies different instructional methods to match the class style, setting and diverse
needs of users.
 Demonstrate the best possible use of tone, eye contact, and gestures to keep class lively
and students engaged.
 Selects appropriate pedagogical approaches focused on Information Literacy
 Uses modern teaching media and know the specific requirements to use them properly.
 Shares teaching techniques and knowledge with other colleagues
 Evaluate personal teaching ability by offering a short presentation with an opportunity to
receive individual feedback from peer reviewer and core instructors.
Content Outline: Information Literacy Teaching Skills
15

16.  Training Skills & Teaching Styles
 The variety of instructional methods and teaching styles
 Pedagogical approaches focused on Information Literacy
 Teaching materials and teaching aids
 Indicators of quality teaching
 Effective choice of materials
 Create slide for presentation
 Develop lesson plan
 Assessment and evaluation
 Subject expertise
 Develop evaluation plans
 Microteaching presentation session
Methods:
 Lecture
 Group discussion
 Demonstration
Materials:
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17.  Handout
 one laptop/computer with Internet access for each training participant with a maximum of
two participants per computer
 one computer for instructor with Internet access and MS PowerPoint software installed
 PowerPoint presentation on transparency with overhead projector (for back-up)
Useful Internet Resources:
Other References:
2. Sample of workshop evaluation form
WORKSHOP EVALUATION FORM
Workshop Title: _________________________________Today’s Date: ________________
For each of the following areas, please indicate your reaction:
17

18. Content Excellent Good Needs Not Applicable
Improvement
Covered Useful Material
Practical to My Needs and
Interests
Well Organized
Presented at the Right Level
Effective Activities
Useful Visual Aids and handouts
Presentation
Instructor’s Knowledge
Instructor’s Presentation Style
Instructor Covered Material
Clearly
Instructor Responded Well to
Questions
How could this workshop be improved?
Any other comments or suggestions?
Overall, how would you evaluate this workshop training session?
Thank you,
Source: This Workshop Evaluation Form is taken from” An Educator's Reference Desk Lesson
Plan” Retrieved December 3. 2009 from, http://www.eduref.org/cgi-
bin/printlessons.cgi/Virtual/Lessons/Information_Literacy/IFO0200.html
References:
1. American Library Association.(2008).Standards for proficiencies for standards for
Instruction Librarians and Coordinators: A Practical Guide. Retrieved December 2,
2009 http://www.ala.org/ala/mgrps/divs/acrl/standards/profstandards.pdf
2. American Library Association. (2003). Characteristics of Programs of Information
Literacy that Illustrate Best Practices: A Guideline. Retrieved December 2, 2009
from: http://www.ala.org/ala/mgrps/divs/acrl/standards/characteristics.cfm
18

19. 3. American Library Association. (2000). Information literacy competency standards for
higher education. Retrieved December 2, 2009 from the World Wide Web:
http://www.ala.org/acrl/ilcomstan.html
4. Duke, T. S. & Ward, J.D. (2009).Preparing information literate teachers: A
Metasynthesis. Library & Information Science Research Vol. 31, (4) p. 247-256.
Retrieved November 20, 2009,from Science Direct Database.
https://webvpn.mcgill.ca/http/www.sciencedirect.com/science?
_ob=ArticleURL&_udi=B6W5R-4WN1YDT-
1&_user=458507&_coverDate=12/31/2009&_rdoc=1&_fmt=&_orig=search&_sort=
d&_docanchor=&view=c&_acct=C000022002&_version=1&_urlVersion=0&_userid
=458507&md5=2a9cf5128bd2e7d397f9e4a50626f73d
5. MacDonald, M. C. at.al. (2000). Challenges in building an incremental, multi-year
information literacy plan. Reference Services Review; Vol. 28 (3).Retrieved
November 20, 2009, from Emerald Group Publishing Limited.
https://webvpn.mcgill.ca/http/www.emeraldinsight.com/Insight/viewPDF.jsp?
contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/
2400280303.pdf
6. Grassian, E. S., & Kaplowitz, J. R. (2001). Information literacy instruction:
Theory and practice. New York: Neal-Schuman.
7. Orr, D., Appleton, M., & Wallin, M. (2001). Information literacy and flexible
delivery: Creating a conceptual framework and model. Journal of Academic
Librarianship, 27 (6), 457-463. Retrieved November 25, 2009, from Database:
19

20. Academic Search
Complete. .https://webvpn.mcgill.ca/http/web.ebscohost.com/ehost/pdf?
vid=10&hid=2&sid=e6cdebc3-33f4-48d0-9b0d-7a5aa256ce50@sessionmgr111
8. The Senate Committee on Teaching and Learning (2002).The Teaching Assessment and
Evaluation Guide. York University. Retrieved November 27, 2009, from
http://www.yorku.ca/secretariat/senate/committees/scotl/tevguide.pdf
9. University of Victoria (1984) Bloom's Taxonomy. Retrieved November 30, 2009, from
University of Victoria website. http://www.coun.uvic.ca/learning/exams/blooms-
taxonomy.html
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