Techniques for Effective
Library Instruction
Robin Kear
Nazarbayev University Library
April 2012

Online and in the Classroom
 Follow the Instruction Cycle
 Creation of instructional outlines (lesson plans)
 Use Learning Objectives (discussed in IL slides)
 Active learning exercises related to objectives
 Use of tutorials and screencasts
 LibGuides (or research guides)
 Evaluation and Assessment

Instruction Cycle
Planning
Evaluation Preparation
Instruction

Planning
Who is the audience?
What are your instructional goals?
What type of instruction?
What do they know? What are their
research skills?
Create a lesson plan?
In class exercises? Active learning?
Handouts/Pathfinders? LibGuide?
Evaluation? Assessment?

Lesson Plans
Main Components
1. Objectives/ Learning
Outcomes
2. Active Learning
3. Assessment/
Evaluation

Designing the Lesson
Don't try to cover too much
Make what you teach relevant –
real life examples
Logical progression of concepts
Use memory helpers:
Number items or use acronyms to aid
memory
Repeat key points in different ways
Ask questions and summarize

Lesson Plan Form
Keeps you organized
and prepared
Can be used in any
instructional setting

Lesson
Plan for
Public
Speaking
class

Active Learning
Involve the audience
How?
 In-class exercise
 Group Discussion
 Student Demonstrations
 Clickers or Cell Phone Surveys
 Assignment
 Technology

Example Activity with Objective
 2.2.D.1 Demonstrates when it is
appropriate to search a particular field (e.g.
title, author, subject)
 Activity: Give students cards with different
topics, have students perform the search, and
then tell you what works
http://www.ala.org/acrl/standards/objectivesinformation

Lesson Plan for Public Speaking Class
Active learning
exercises
 To reinforce
learning
outcomes
Assessment
method(s)
 Collaborate
with professor

Benefits of Tutorials/Screencasts
 Delivers Consistent, Accurate Message
 Short and On-Point Instruction
 Ease of Use Factor
 Relieves Instruction Burnout
 Instant Assessment with Quiz Feature

Examples of Tutorials
 Developing a Research
Topic
 Avoiding Plagiarism
 Scholarly Information
 Keyword Searching
 Using Databases
 PITTCAT+
http://www.library.pitt.edu/services/classes/infoliteracy/teaching.html

• Online guides to using the library’s resources that can be
designed around a subject or for specific classes and
assignments.
• Can be built around the course syllabus or an assignment
to connect students with the specific library resources
they will need to be successful.
• Faculty can link to the guide or embed it into their
CourseWeb class.
• http://pitt.libguides.com

Evaluation vs. Assessment
 Evaluation
 How well did you teach your class?
 Assessment
 What did the students learn?
 How effective is an instruction program?
 Student must demonstrate new knowledge
 Tied to class learning objectives

Why Assess?
 Three important purposes for assessment:
 Ensure that students are learning what the institution
or profession considers essential skills.
 Provide a basis for improving learning
 Satisfy the need for accountability to institution or
company by explaining clearly the institution’s goals
and accomplishments.

Assessing in the Single Class
 One Minute Assessment
 Assessing as you go
 Questions
 Quick exercise
 One minute writing summary
 Open recap of class
 Discussion

Methods After a Class
 Assignments & papers
 Check sources
 Skills involved in completing assignment
 Faculty feedback
 Pre/post testing
 Professional projects or performance
 Student survey

Methods of Teaching Evaluation
 Videotaping
 Colleague observation
 Instructor observation
 Lesson review
 Student satisfaction survey
 Assessment measures as indicators

LibGuide Companions
 Information Literacy
Fundamentals
 http://pitt.libguides.com/infolit
 Information Literacy Tools
 http://pitt.libguides.com/infolittools

Let’s Discuss