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Article Excerpt
ABSTRACT
Scheduled librarian interaction with undergraduates is very often limited to one 50-minute class period per semester, commonly known as a "one-shot" session. One-shots present the challenge of providing instruction on use of the library and its resources, topic selection, search strategy, resource evaluation, and core principles of information literacy--while, simultaneously gathering data for assessment, addressing diverse learning styles and engaging students. The use of learning outcomes as the foundation for one-shot instructional design can both facilitate learning and increase content relevancy for students. This paper discusses applying outcome-based instructional design to one-shot sessions. It demonstrates how, by shifting the focus of the session from explication of library tools to student need-based searching skills and resource evaluation, the librarian can effectively address learning styles, promote student engagement, streamline and enliven the session, and produce data for needs assessment. An example of a session designed for Tier I writing classes at Michigan State University is presented along with student needs assessment data collected during these sessions in the fall semester of 2007.
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Any college or university librarian who has done formal instruction will be familiar with the ubiquitous "one-shot" library session. In the time span of one class, generally 50 minutes, a librarian gets the chance to interact directly with a group of students. This session is usually the only scheduled time that the librarian gets to spend with these students, and there are a number of pressures that arise from the situation.
Many librarians can recall an instructor asking them to cover "everything the students need to know about the library" in one class, or specifying a long list of indexes or tools (pertinent or not) which they want the students to learn how to use. Our desires to be thorough, to probe the depths and possibilities of helpful and exciting resources, and even the temptation to show off our knowledge to our colleagues can all add to the growing load of material. On top of that, best practices such as active learning and facilitating student interaction can seem like "extra things" to fit in, and the 50-minute time constraint becomes an unattainable goal.
Not only is the "one shot" just that - a librarian's one time to interact formally with the students - but it is also his or her one opportunity to instill a positive image of the library, to engage students in critical thinking about information, and to provide them with the tools they need to not only complete their coursework but that will help to build the foundations of information literacy into their lives. Needless to say, librarians can and should maximize the potential and effectiveness of those short sessions. American Library Association author Veldof stated that "every minute ... that we have with our learners in the one-shot workshop needs to be intentionally designed to increase learning and performance." (Veldof 2006, 1)
It can be done. A well planned and designed session can address several facets of learning, directly or indirectly. We're all familiar with the "glazed look" that comes across the faces of students after hearing about a long string of resources. According to Jacobson and Xu, "Attempt(ing) to cover too much material will not only result in the superficial coverage of each point, but also a rushed delivery pace ... Too much information can only overwhelm and confuse (students), and they will 'often tune out'" (Jacobson and Xu 2004, 50). Fifty minutes can seem like an impossible restriction, but by using a disciplined design approach and learning outcomes, the time limit can actually be freeing. Knowing from the outset that many things will need to be left out can help the librarian to narrow the focus to one or two outcomes around which the flow of the class can be designed.
The following brief background on design approach (or design thinking), instructional design, and learning outcomes will permit practical and theoretical application of these concepts to the 50-minute information literacy session. As a result of this paper, readers should be able to critically evaluate their existing library sessions in order to restructure them for maximum effectiveness.
DESIGN THINKING: "NEEDS ACTUALLY"
The design approach, or "design thinking," is based on a fundamentally simple concept: identifying the problem before identifying the solution. The purpose of design is to begin with discovering what the needs of the user, customer, or student actually are and then to create a product to address those needs. The American Library Association writers Bell and Shank explain: "Traditional business is about focusing on solving a problem, but the design process focuses on problem finding." (Bell and Shank 2007, 28) Although the modern design approach initially gained momentum in the business and product design world, its applications to education and libraries have been plentiful.
The IDEO company, a leader in design thinking, has been credited with pioneering the modern design approach. IDEO lists the following five-point method for approaching the design of a product or service, with comments by Bell and Shank:
1. Understand
"Get to know the needs and challenges of your user population and how they perceive your products and services."
2. Observe
"Watch people in real-life situations to find out how they work, what confuses them, what they like and dislike, and where their needs can be better served."
3. Visualize
"Think about new ideas and concepts and how the people who use your library will use them."
4. Evaluate and refine
or "prototyping"
5. Implement (Bell and Shank 2007, 29)
IDEO's approach parallels the development and rise of instructional design...
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