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1 Running head: INSTRUCTIONAL LITERACY ENVIRONMENTS & STRATEGIES 1 Holistic Teaching Versus Training: Instructional Literacy Environments & Strategies in an Academic Library Setting Amanda R. Glenn-Bradley LIS Design of User Instruction and Training Summer 2014

2 INSTRUCTIONAL LITERACY ENVIRONMENTS & STRATEGIES 2 Abstract Librarians are, as Char Booth (2011) states in her book Reflective Teaching, Effective Learning, not as systemically trained as teachers like our classroom counterparts, yet we embody the definition of teachers in our day-to-day identities. Despite a perceived lack of systemic training, the definitions of teaching, learning, and instructional literacy guide our profession. This is especially true for academic librarians, as instruction is the vital center of what many of us undertake professionally. Modern library instruction on the collegiate level has began to blossom from the rote training session, concentrating on workshops and one-shot instruction, to a more holistic approach to instruction, centering our instructional designs around our learners rather than convention. Our field is in a constant state of evolution where instruction and instructional design is concerned as we move towards the pervasive inclusion of technology in our spaces and instruction. As librarians, and specifically as instructional librarians, we must stay on the cutting edge of pedagogy and technology and continue to strive for a truly holistic approach to instruction. This paper seeks to define instruction in academic libraries as a holistic approach integrating teaching, learning, and instructional literacy and utilize these definitions to elucidate the skills required, benefits, and challenges of our field.

3 INSTRUCTIONAL LITERACY ENVIRONMENTS & STRATEGIES 3 Holistic Teaching Versus Training: Instructional Literacy Environments & Strategies in an Academic Library Setting Librarians are, as Char Booth (2011) states in her book Reflective Teaching, Effective Learning, not as systemically trained as teachers like our classroom counterparts, yet we embody the definition of teachers in our day-to-day identities. Despite a perceived lack of systemic training, the definitions of teaching, learning, and instructional literacy guide our profession. This is especially true for academic librarians, as instruction is the vital center of what many of us undertake professionally. Modern library instruction on the collegiate level has began to blossom from the rote training session, concentrating on workshops and one-shot instruction, to a more holistic approach to instruction, centering our instructional designs around our learners rather than convention. Our field is in a constant state of evolution where instruction and instructional design is concerned as we move towards the pervasive inclusion of technology in our spaces and instruction. As librarians, and specifically as instructional librarians, we must stay on the cutting edge of pedagogy and technology and continue to strive for a truly holistic approach to instruction. Defining Teaching, Learning, and Instructional Literacy in an Academic Library Setting In the introduction of Reflective Teaching, Effective Learning, Char Booth (2011) opens by positing that Librarians of all stripes design and deliver instruction every day, yet we rarely receive the training, mentorship, and experience it takes to hit the ground running teaching. (p. xi) We are, as a whole, expected to either develop a teaching pedagogy out of thin air or simply repeat what has been done before to an assembly of oft-times bored individuals who are our

4 INSTRUCTIONAL LITERACY ENVIRONMENTS & STRATEGIES 4 target audience. Teaching and learning are central to our field, and a library-focused definition of each is paramount to understanding our focus as instructors. Much of the terminology surrounding defining teaching and learning seem to repeat the same set of terms over and over again: imparting, instruction, skills, and knowledge. The Oxford English Dictionary defines teaching as the imparting of instruction or knowledge. (OED Online) Even through an in-depth literature review, the terms teaching and learning are bandied about with little text given to exactly they entail. Booth (2011) presents teaching as being a reflective or introspective process, centering instruction around the needs and the skew of the user/learner rather than tried-and-true or canned methodology. Reflective practice, she writes, helps you make pedagogical choices suitable to different learning scenarios, such as differentiating styles between a web-based environment and face-to-face instruction. (p. 19) Robert Gagne s (2005) Theories of Learning took care to differentiate between teaching concepts, how to solve problems, and teaching information, as the methodology for each is different. Teaching, as it is applied to academic librarianship, cannot be defined simply as the action of imparting knowledge on learners; instead, it should incorporate the reflective practice of identifying the needs of our community and seeking to provide the most holistic educational experience we can. When asserting that learning is the action of receiving instruction or acquiring knowledge (OED Online), this definition leaves off the cognitive practice of synthesizing said information and knowledge into applicable practice or concrete skills. Booth (2011) breaks down individual learning into four distinct factors; memory, prior knowledge, environment, and motivation. Her example on pages 42 and 43 of the differing recall associated with learning how

5 INSTRUCTIONAL LITERACY ENVIRONMENTS & STRATEGIES 5 (or not, in Booth s case) of how to change a tire showcases the connection between all four factors. Booth sat through a crusty reel-to-reel film from the 1950 s on how to fix a flat and years later, realized that the car she owned for years was missing the jack. (p. 42) Her memory of the acquired knowledge in a boring environment failed to motivate her to check the materials. Often, as instructional librarians, we can feel like that crusty reel-to-reel film, relying on the tried and true to impart knowledge on our communities. Three key schools of educational theory can be applied to a library and information agency s teaching and learning pedagogy: behaviorism, cognitivism, and constructionism. Behaviorism is defined as focusing on a external stimulus-response relationship, where a positive action reinforces a correct answer/accurate knowledge. Learners make connections based on, according to Booth (2011), correct answers as opposed to mental constructs or perception. It, like cognitivism, is highly instructor-centered rather than the much more learner-centered approach based in constructivism. Cognitivism is an instructor-centered theory that involves building mental constructs and following steps to solidify knowledge through an internally-faced process. While behaviorism presents opportunities for practice during the learning process, cognitivism relies instead on an internal scaffolding process to build knowledge. The final theory, constructivism, blends internal and external processes into metacognition, providing the learners with the chance to explore material in authentic settings. (Booth 2011, p. 51) Constructivist learning shifts the focus away from the instructor and onto the learner. Instructional literacy combines the key principles of teaching and learning into one cohesive component. Char Booth (2011) asserts that instructional literacy is a four-fold process, involving reflective practice, educational theory, instructional design, and teaching technologies.

6 INSTRUCTIONAL LITERACY ENVIRONMENTS & STRATEGIES 6 Reflective practice is, as mentioned before, key to the definition of teaching as is educational theory to the definition of learning. Instructional design, or the methodology around properly formatting and presenting teaching and learning opportunities, interplays with the prevalence of teaching technologies as they emerge as key to presenting a holistic, learner-centered methodology of instruction. Design, however, is a fluid concept. Matthew J. Koehler and Punya Mishra assert in the article Teachers Learning Technology by Design that design is learned by becoming a practitioner, albeit for the duration of the course, not merely by learning about practice. (p. 96) One can learn concepts and theories endlessly, but the application of said theories and concepts can only be actualized by actually participating in instruction. Evolving Trends in Academic Library Instruction and Instructional Examples The days of impersonal training workshops and the traditional one-size-meets-all oneshot instruction modules are beginning to wane away in academic libraries. The prevalence of online technologies has revolutionized the way we instruct and the way that our learners approach material. SMARTboards and tablets connected to online databases populate our classrooms instead of pencils, card catalogs, and printed periodical indices. Many academic libraries have begun to embrace a flipped classroom, providing online tutorials to pre-load their sessions with basic material in order to spend more time with students allowing them to test their synthesized knowledge in a lab setting. Another emerging trend in academic libraries is customization of instruction. Granted, we commonly only have one meeting with a class a semester and as a whole, instructors want to shoehorn as much material in as possible. The trend towards customization of instruction takes this limitation and presents it in a manner that instructors can understand, such as having a brief

7 INSTRUCTIONAL LITERACY ENVIRONMENTS & STRATEGIES 7 questionnaire that professors fill out stating their goals for instructional sessions. Then, librarians can offer suggestions based on the needs for how the session or sessions can best be structured. One prime example of this is the a la carte menu created by Candice Benjes-Small at Radford University. She recognized that often times, professors push library instructors to cover more material than can feasibly be covered in the time period. Instead of presenting a one-sizefits-all approach to library instruction, Benjes-Small (2009) developed a menu-based approach that breaks popular topics into programmable pieces that allows professors and library instructors to tailor sessions to their specific needs. After talking with a former colleague of Benjes-Small (our head of special collections and archives is a former Radford librarian), he shared that scripts based on the a la carte menu recipes are shared on a common library drive by instructor and semester for consistency and ease of instruction. Academic library instructors need to be not only tech-savvy individuals, but need to have a clear teaching philosophy that is consistent with the emerging trends in education. Rather than be strictly instructor-based, budding instructional librarians must be fluent in learner-centered instructional literacy techniques. They must be willing to embrace the newest in technology but also be cognizant enough of the needs of their users not to just blindly adopt every new trend that develops. Above all else, academic library instructors need to be approachable. Gone are the days of the shushing librarian; now, we must meet our patrons on a middle ground. We need to embrace the mobile technology that our college-age patrons carry with them. We must gear our instruction towards the variety of learners we serve instead of the least common denominator.

8 INSTRUCTIONAL LITERACY ENVIRONMENTS & STRATEGIES 8 Conclusion: Looking Forward as Holistic Instructors Char Booth, a fellow academic librarian, stated in her own teaching philosophy that she not only wants to redefine the way that people perceive librarians but never, ever, ever bore anyone to tears. (Booth 2011 p. 7) My own philosophy includes a similar statement; I want to inspire my students to view scholarship as a true conversation, not just a one way street of lecture and memorization, and begin to approach learning through a lens of critical thought and personal reflection. I might be just a burgeoning librarian, but I have the passion and the skills to continue to succeed as an instructor. Through keeping our learners as a central part of the planning process, embracing technological changes, and forming thriving partnerships across the academy, academic librarianship will continue to grow and thrive.

9 INSTRUCTIONAL LITERACY ENVIRONMENTS & STRATEGIES 9 References Benjes-Small, C., Dorner, J. L., & Schroeder, R. (2009). Surveying Libraries to Identify Best Practices for a Menu Approach for Library Instruction Requests. Communications In Information Literacy, 3(1), Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association. Kohler, M. & Mishra, P. (2005), Teachers Learning Technology by Design. Journal of Computing in Teacher Education, 21(3), Learning, n. (2014) In OED Online. Retrieved from redirectedfrom=learning Teaching, n. (2014) In OED Online. Retrieved from rskey=zqbzio&result=1&isadvanced=false Robert Gagne's Theory. (2005). In Learning Theory Fundamentals. Retrieved from

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