instruction & pedagogy

STATEMENT OF COMPETENCY

Thomas, et al. (2020) credit instructional librarians with “[facilitating] the transformation of the university library from literary ‘sanctum’ to intellectual ‘workshop’” (p. 4). While many might imagine teaching as a practice left to professors and teachers in school settings, librarians expend considerable time, resources, and expertise educating users: whether through classroom instruction sessions, individualized research consultations, tutorial videos, online research guides, or other means. By continually demonstrating an understanding of learning theories, as well as pedagogical methods which demonstrate capacity to connect with learners, librarians can design instructional sessions and tools which effectively teach research skills and information literacy.

Learning Theories

Learning theories aim to describe how learners internalize information, and process it into knowledge via processes of retention and transfer. Examining learning theories, and their historical progression, can offer valuable context regarding modern pedagogical values and methods. 

According to Booth (2011) behaviorism emerged in the 1920s, and is central to the “well-controlled, instructor-focused classrooms depicted in old reel-to-reel educational films” (p. 38). Within behaviorist theory, learners are largely treated as vessels for incoming information, who depend on instructors for all forms of knowledge and understanding (p. 39); behaviorism posits that, given sufficient repetition and positive reinforcement, learners can essentially regurgitate this pre-processed information as needed (p. 51). 

Cognitivism emerged in the post-World War II era as a movement rooted in psychology and undertaken by Gestalt theorists who challenged behaviorist notions; as such, cognitivism claims that learning is the product of complex motivations, emotions, and other “internal processes,” which facilitate retention and transfer by establishing new contexts and connections as new information comes into contact with one’s basis of knowledge (p. 39). 

While constructivism also accounts for individuals’ internal learning processes, it deems the learner as inseparable from their social environment; thus, constructivism treats knowledge and the construction of meaning as inevitably influenced by one’s mind in conjunction with one’s circumstances, and claims that retention and transfer are achieved by “situating” information according to one’s own understanding (pp. 39-40). Of these three major learning theories, constructivism places the greatest emphasis upon the social nature of information, and thus the learner’s agency within a social environment (p. 39). As such, constructivism forms the basis upon which many modern pedagogical models are established.

The ACRL Framework

The Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education is a prominent model for instruction within academic library practice, which considers the social contexts inherent to information production, consumption, use, and literacy. In establishing the Framework in 2016, the ACRL effectively eliminated its previous set of guidelines for information literacy instruction: the Information Literacy Competency Standards for Higher Education. 

Foasberg (2015) criticizes the Standards for “failing to attend to context and community in the production and use of knowledge,” and likens its “mechanical” dynamics to the instructor-led rigidity of behaviorist learning theory (p. 704); alternatively, the Framework promotes constructivist ideals of “reading the social context as well as the material itself and understanding how the value of information changes as it moves between contexts” (p. 709). 

Analyzing the Framework’s six frames offers insight as to how learners operate within social environments. For example, “Scholarship as Conversation” implies the complexity of individual perspectives within information contexts, and posits that students become part of the greater information ecosystem by interacting with existing research through their academic work (p. 709). In addition, “Authority is Constructed and Contextual” acknowledges the centrality of “bias, privilege, and power” to the production and dissemination of information, as well as the social evaluation of its validity (p. 709). Whether teaching students to evaluate peer-reviewed journal articles, or to examine news sources for bias or mis/disinformation, librarians can utilize the Framework in order to impart crucial sociopolitical perspectives to their instructional design.

Information Literacy vs. Metaliteracy

Learners’ social information contexts are vast and complex, incorporating not only information itself, but the physical and virtual formats and delivery systems with which information is consumed, created, and distributed. As such, while Becker (2022) readily admits that the term information literacy is difficult to singularly define, (pp. 216-217) instructional librarians arguably benefit from frameworks which more clearly reflect the scope of information ecosystems. Mackey and Jacobson (2011) propose the metaliteracy model, which incorporates notions of critical information literacy, media literacy, visual literacy, and digital literacy, to account for the inextricability of information literacy from notions of technological competency, communication skills, and social connection (p. 69). For example, when delivering an instruction session regarding the identification of “fake news”, metaliteracy frameworks allow librarians to teach critical information literacy within social media contexts, whereby distinctions between information production, consumption, and distribution are often ambiguous.

Pedagogical Models and Methods

Upon establishing an understanding of learning theories and social information contexts, librarians can utilize a variety of methods in order to design effective instruction sessions and learning tools.

Librarians should be well attuned to both the structure and volume of information they impart, within any one instance of instruction. Cognitive load theory addresses the difficulties which learners face, when encountering large quantities of new information. As such, Booth (2011) asserts that instruction librarians must “[introduce information] gradually and with an eye for capacity,” so that retention and transfer can successfully occur (p. 55). Chunking is a strategy by which librarians can “organize content into manageable pieces,” thereby structuring instructional content to “manage cognitive load” (p. 57). The rule of threes recommends pursuing a limit of three learning outcomes or exercises, and presents a potentially advisable model for chunking (p. 57). In a parallel to chunking, scaffolding is a method by which librarians provide guidance and support at decisive points within a given lesson, and subsequently withdraw support, with the intention of teaching self-directed problem-solving skills within that context (Lange, et al., 2022, p. 2).

Instruction sessions and learning tools are typically designed according to either direct learning or discovery learning models. Booth (2011) indicates that, within direct models, “the educator or instructional object is the central force guiding the learning environment” (p. 52). Lecture-focused instruction sessions and tutorial videos are two prominent examples of instructional formats based upon direct models. Alternatively, within discovery models, “the environment of learning is actively shaped by participants” (p. 52). Interactive split-screen tutorials and research guides, group discussions and projects, and seminar-based instruction sessions are examples of instructional formats based upon discovery models. By developing sessions and tools which incorporate a combination of direct and discovery methods, in addition to utilizing Universal Design principles which meet the needs of disabled and neurodivergent learners, librarians can accommodate users demonstrating a wide range of preferences and ability levels (Webb & Hoover, 2015, p. 539).

Upon determining instructional topics, and selecting combinations of methods in order to communicate key concepts and engage learners, librarians can prepare for instruction sessions and tool creation by preparing written lesson plans. These documents establish the timing, structure, learning outcomes, key concepts, and instructional methods central to a given session, while establishing an assessment method by which learners’ comprehension of material can be measured (Benjes-Small & Miller, 2017, p. 73). Quizzes are common assessment tools, and can be incorporated within classroom contexts, as well as certain virtual settings (e.g., split-screen tutorials); group discussions present another assessment method—applicable within in-person and virtual instruction sessions alike—which carry the added benefit of assessing comprehension within social information contexts (pp. 71-72). Oakleaf (2008) adds that in addition to immediately measuring learner comprehension, assessment efforts allow instruction librarians to prove the effectiveness of their sessions and tools to supervisors, library administrators, professors, and other key stakeholders (p. 249).

COMPETENCY DEVELOPMENT

Prior to beginning the MLIS, I worked for nearly a decade as a U.S. Correspondent on an Australian community radio station, which involved discussing American politics and current events for an international audience. While I had not yet engaged with any pedagogical theories, this previous experience offered me some valuable background in explaining complex topics approachably and efficiently. Within this program, my understanding of instructional design largely emerged during INFO 254 (Information Literacy and Learning), in which I was exposed to learning theories, teaching methods, lesson planning, technological applications including screencasting and tutorial construction, and other concepts central to instruction within library contexts. INFO 244 (Online Searching) offered me a solid understanding of subscription databases and search strategies, and tasked me with incorporating this knowledge within original LibGuides and spoken presentations. INFO 294 (Professional Experience: Internships) gave me the valuable experience of applying my knowledge of instructional design within an academic library context, as I observed instruction sessions at Portland State University Library, and created tutorial videos for the library’s YouTube account.

CONCLUSION

Through methodically and theoretically grounded critical information and media literacy instruction, librarians can teach users to make sense of, and competently navigate, the social information environments to which they belong. By employing combinations of direct learning formats including lecture-based instruction sessions, tutorial videos, split-screen tutorials, and research guides, as well as discovery learning formats such as collaborative, seminar-based instruction sessions, instructional librarians can facilitate engaging educational experiences which improve learners’ academic research skills, comprehension of mis/disinformation, and understanding of the social dimensions by which information is produced, consumed, shared, and evaluated. The use of chunking and scaffolding techniques can facilitate the retention and transfer of information imparted by instruction sessions and tools, while Universal Design can ensure accessibility for a wide range of users. By applying assessment measures within these sessions and tools, instruction librarians can gauge learners’ emerging understanding of key concepts, while producing evidence of the value and effectiveness of their instructional initiatives. Such evidence can be communicated to professors who may seek embedded librarianship within their courses, as well as library administrators who oversee the continued funding of information literacy instruction.

REFERENCES

Becker, B. (2022). Teaching users. In S. Hirsh (Ed.), Information services today: An introduction (3rd ed., pp. 216-228). Rowman & Littlefield.

Benjes-Small, C., & Miller, R. K. (2017). The new instruction librarian: A handbook for trainers and learners. ALA Editions.

Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. ALA Editions

Foasberg, N. M. (2015). From Standards to Frameworks for IL: How the ACRL Framework addresses critiques of the Standards. portal: Libraries and the Academy, 15(4), 699-717. https://doi.org/10.1353/pla.2015.0045 

Lange, C., Gorbunova, A., Shmeleva, E., & Costley, J. (2022). The relationship between instructional scaffolding strategies and maintained situational interest. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2022.2042314 

Mackey, T. P., & Jacobson, T. E. (2011). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. https://doi.org/10.5860/crl-76r1 

Oakleaf, M. (2008). Dangers and opportunities: A conceptual map of information literacy assessment approaches. portal: Libraries and the Academy, 8(3), 233-253. https://doi.org/10.1353/pla.0.0011

Thomas, N. P., Crow, S. R., Henning, J. A., & Donham, J. (2020). Information literacy and information skills instruction: New directions for school libraries (4th ed.). Libraries Unlimited.

Webb, K. K., & Hoover, J. (2017). Universal design for learning (UDL) in the academic library: A methodology for mapping multiple means of representation in library tutorials. College & Research Libraries, 76(4), 537-553. https://doi.org/10.5860/crl.76.4.537