Varied Literacy, Universal Access
What I found most interesting are the distinctions made between library instruction and bibliographic instruction. According to Bopp and Smith (2011) bibliographic instruction focuses on, “critical thinking and problem solving rather than tool-based on institution-specific approaches to instruction” (p.224). I think there is enormous benefit to instruction that does not impose limitations based on the need to access certain facilities or materials. Students will hopefully graduate their universities, and library budgets may unfortunately necessitate that previously offered databases and resources fall by the wayside, but the basic skills taught by library instructors should be adaptable despite the change of …show more content…
During every bibliographic instruction opportunity, however, the librarian should be mindful that they may apply. Often more than one literacy will apply at any given time.
Another facet of bibliographic instruction necessitates being mindful of the difference in learning styles and learning theories. Each and every student may have a different way of absorbing information. Bopp and Smith (2011) highlighted field-dependent, field-independent, concrete perceivers, abstract perceivers, left-brain thinkers, and right-brain thinkers. They also discussed Behaviorist, Cognitivists, Constructivists, and Humanists learning theories. I liked how they noted that instructional methods must be varied depending on factors such as subject taught, students, class size, etc. While they note that, “commonly, more than one method is used during a single session” they fail to connect this type of variation and repetition to the principles of Universal Access and Universal Design for Learning (UDL). The two frameworks overlap quite a bit. Tobin (2014) argues that there are five strategies to incorporate UDL into classroom settings namely: using text as the starting point to build all content around, creating alternative forms of content, supplying learning objectives but letting students pick the medium to prove their understanding, take each learning objective step-by-step, and making sure content is easily accessible from both a legal and technological perspective. (pp. 14-20). In the 21st century, the principles of universal design should be considered important because they are not only needed to facilitate bibliographic instruction effectively, they are values that should be passed on to students. Among the other forms of literacy that a library instructor should stress the importance of, universal access literacy should be prioritized as
What I found most interesting are the distinctions made between library instruction and bibliographic instruction. According to Bopp and Smith (2011) bibliographic instruction focuses on, “critical thinking and problem solving rather than tool-based on institution-specific approaches to instruction” (p.224). I think there is enormous benefit to instruction that does not impose limitations based on the need to access certain facilities or materials. Students will hopefully graduate their universities, and library budgets may unfortunately necessitate that previously offered databases and resources fall by the wayside, but the basic skills taught by library instructors should be adaptable despite the change of …show more content…
During every bibliographic instruction opportunity, however, the librarian should be mindful that they may apply. Often more than one literacy will apply at any given time.
Another facet of bibliographic instruction necessitates being mindful of the difference in learning styles and learning theories. Each and every student may have a different way of absorbing information. Bopp and Smith (2011) highlighted field-dependent, field-independent, concrete perceivers, abstract perceivers, left-brain thinkers, and right-brain thinkers. They also discussed Behaviorist, Cognitivists, Constructivists, and Humanists learning theories. I liked how they noted that instructional methods must be varied depending on factors such as subject taught, students, class size, etc. While they note that, “commonly, more than one method is used during a single session” they fail to connect this type of variation and repetition to the principles of Universal Access and Universal Design for Learning (UDL). The two frameworks overlap quite a bit. Tobin (2014) argues that there are five strategies to incorporate UDL into classroom settings namely: using text as the starting point to build all content around, creating alternative forms of content, supplying learning objectives but letting students pick the medium to prove their understanding, take each learning objective step-by-step, and making sure content is easily accessible from both a legal and technological perspective. (pp. 14-20). In the 21st century, the principles of universal design should be considered important because they are not only needed to facilitate bibliographic instruction effectively, they are values that should be passed on to students. Among the other forms of literacy that a library instructor should stress the importance of, universal access literacy should be prioritized as