15th Distance Library Services Conference April 20, 2012 Memphis, TN

Angela Doucet Rand, University of South Alabama arand@usouthal.edu, @allonsdanser

A model for 21st century library instruction

A student focused responsive model

USA Baldwin County Branch

Established in 1984-86. Located in Fairhope, AL on the eastern shore of Mobile Bay.

Information Services

Librarian
Instructional Designer

Library Services

F2F Multimedia artifacts Website LibGuides Screencasts Reference via email, telephone, F2F Embedded librarian Book retreival

spurious and apochryphal

Organizing, Searching & Collecting A traditional model

Assignment

Learner

Librarian

LibGuides Bibliographies Path Finders Online Catalog Discovery Interface

Library resources

and now ....

http://www.flickr.com/photos/73207064@N00/441037582/

The usual suspects

http://www.flickr.com/photos/7759477@N05/31147531

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A paradigm shift is afoot

Motivated Learners
A learner's motivation reflects their behaviors and expectations. Motivated learners exhibit the desire to expand and integrate new knowledge and behavior into what is already known. (Kilic-Cakmak, 2010)

Keller's ARCS Model provides guidance on developing instruction that is learner-centric.

Attention Relevance Competence Satisfaction

Volition and self-efficacy

Learners who make satisfactory progress in learning seek to replicate the experience. (Byrnes, 2001) Lazarus (in Byrnes, 2001) proposes that positive perception of an environment, that is, a stress free environment, elicits positive emotions that propel learning outcomes.

Metacognition
"... the ability of individuals to reflect, understand, and control their own learning" (Schraw & Dennison, 1994)

Explicit instruction in metacognitive skills improves learning and achievement. (Sanchez-Alonso & Vovides, 2007)

Understanding the learner

A Library Instruction Model Kuhlthau's 6 Stages of inquiry

1. Initiation assignment & learner engagment 2. Selection - based on assignment criteria 3. Exploration decision on how to begin 4. Formulation narrowing topic choice 5. Collection 6. Presentation -

Keller's ARCS mapped to Kuhlthau's Model

The Online Model- 9 Principles

multimedia contiguity coherence modality redundancy personalization segmenting pretraining

Personalization

Use conversational style using a friendly voice which resembles human to human conversation. A user-friendly tone promotes a sense of social presence. It activates social cues that deepen cognitive processing and increases learning outcomes. Use polite speech such as "You may want to click the ENTER key"

Segmenting

Break large and complex lessons down into manageable sections. don't leave out sections in an attempt to make the lesson less complex. This often leads to frustration on the learner's part because they are left with incomplete instruction. Provide learners with a representative sample of what they are learning. then teach the steps in segments.

Pretraining

Provide vocabulary and definitions Use animation and video to explain complex systems Show how each component works then put them all together Pretraining reduces cognitive load

The theoretical model

Reduces cognitive load Motivates students by presenting information in manageable chunks that guarantee success Includes explicit instruction on metacognitive skills It is learner-centric

Putting it all together

Assess learner attitudes Develop appropriate multimedia products Cultivate student metacognitive skills Deliver learning objects on an as-needed basis Let students have control over how they learn Assess, refine, reflect, improve Measure and report outcomes

Comments/Questions?

References
Byrnes, J. P. (2001). Minds, brains, and learning: Understanding the psychological and educational relevance of neuroscientific research. New York: Guilford Press. Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer. Keller, J. M., (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10. DOI: 10.1007/BF02905780 Kili-akmak, E. (2010). Learning strategies and motivational factors predicting information literacy self-efficacy of elearners. Australasian Journal Of Educational Technology, 26(2), 192-208. Kuhlthau, C. (2004). Seeking Meaning: A Process Approach to Library and Information Services. Westport, Conn: Libraries
Unlimited.

Sanchez-Alonso, S. & Vovides, Y. (2007). Integration of metacognitive skills in the design of learning objects. Computers in Human Behavior, 23, 2585-2595. DOI: 10.1016/j.chb.2006.08.010 Schraw, G. & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 76, 347-376.