Contrary to what many think, librarians often have to fulfill the role of instructing those in the learning community (library patrons, teachers, etc.) in successfully finding and assessing information. This may be a daily challenge to librarians due to the fact that instruction and teaching theories could possibly not be instilled in his/her educational background. In this paper, I will identify the challenges of useful teaching, which may encourage perspective and current library educators. Four basic concepts that will be discuss are as follow: reflective practice, educational theories, teaching technologies and instructional design. The first instructional literacy skill, reflective practice, is defined as an “act of understanding and
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Journaling tends to answer questions such as “What worked in this lesson?, What would I do the same/differently if I could reteach this lesson?, What do I believe about how students learn?, and How does this belief influence my instruction?” (Goodset, 2014, p.13). Inquiring these questions frequently after lessons and reviewing journal entries can often result in deeper thinking about instruction. Video-recording aids in making detail observation and setting goals which improves instruction in major ways. Video recording “provides the added benefit of flexibility in reflection. Reflection does not need to be done immediately after instruction or in a single reflection session” (Goodset, 2014, p.13). Video recording can assist librarians in understanding the lecture as their students are feeling it and resume to their initial learning outcome for the teaching …show more content…
Instructional design is defined as a “learner-focused method for integrating reflection, theory, and technology into your teaching and training approach” (Booth, 2011, p. xvii). Based on behaviorism, one strength of instructional design is that a student has a logical objective that can be “focused on and become conditioned to respond automatically to cues and goals” (Praxis II, 2010, p.76). In terms of weaknesses related to behaviorism, students may be incapable of responding when there is a stimulus required for an accurate response to a particular prompt. In terms of constructivism, one strength of the instructional design is that students have learned to visualize reality and due to authentic learning, scholar’s answers may vary. One weakness of instructional design in terms of constructivism is that students learning only one approach to solving a task isn’t always the best way for certain students to solve a problem. If there are other commonly known ways to approach a certain task, librarians should teach their students those numerous
Journaling tends to answer questions such as “What worked in this lesson?, What would I do the same/differently if I could reteach this lesson?, What do I believe about how students learn?, and How does this belief influence my instruction?” (Goodset, 2014, p.13). Inquiring these questions frequently after lessons and reviewing journal entries can often result in deeper thinking about instruction. Video-recording aids in making detail observation and setting goals which improves instruction in major ways. Video recording “provides the added benefit of flexibility in reflection. Reflection does not need to be done immediately after instruction or in a single reflection session” (Goodset, 2014, p.13). Video recording can assist librarians in understanding the lecture as their students are feeling it and resume to their initial learning outcome for the teaching …show more content…
Instructional design is defined as a “learner-focused method for integrating reflection, theory, and technology into your teaching and training approach” (Booth, 2011, p. xvii). Based on behaviorism, one strength of instructional design is that a student has a logical objective that can be “focused on and become conditioned to respond automatically to cues and goals” (Praxis II, 2010, p.76). In terms of weaknesses related to behaviorism, students may be incapable of responding when there is a stimulus required for an accurate response to a particular prompt. In terms of constructivism, one strength of the instructional design is that students have learned to visualize reality and due to authentic learning, scholar’s answers may vary. One weakness of instructional design in terms of constructivism is that students learning only one approach to solving a task isn’t always the best way for certain students to solve a problem. If there are other commonly known ways to approach a certain task, librarians should teach their students those numerous