Competency K Angelo _ Roselle 1

Design training programs based on appropriate learning principles and theories.

Introduction

Librarians work to promote information literacy through instructional library programs,

technical skills workshops, and research training courses; therefore, it is important that library

and information science graduate students are able to apply learning principles and theories when

designing their instructional programs. Likewise, we need to be able to methodically train our

patrons to be information literate people. The Presidential Committee on Information Literacy

wrote a report which defined an information literate person as someone who can “recognize

when information is needed and have the ability to locate, evaluate, and use effectively the

needed information” (ACRL, 1989, Introduction section, para. 3). Eleven years later, the

Association of College and Research Libraries approved the Information Literacy Competency

Standards for Higher Education (ACRL, 2000, p. 8 - 14) which noted the five standards of an

information literate person. An information literate person:

1) Determines the nature and extent of the information needed

2) Accesses needed information effectively and efficiently

3) Evaluates information and its sources critically and incorporates selected information into his

or her knowledge base and value system

4) Uses information effectively to accomplish a specific purpose

5) Understands many of the economic, legal, and social issues surrounding the use of

information and accesses and use information ethically and legally

Library and information professionals strive to enable their communities and patrons to

become information literate. Although academic and school librarians are the information

professionals most associated with instructional librarianship, all librarians teach and train on
Competency K Angelo _ Roselle 2

some level no matter the organizational setting. For example, law librarians often provide legal

database training workshops for attorneys or law students. Similarly, public librarians may

design reading programs for children in the community. In addition, librarians of all sorts use

online instructional courses and programs to assist in promoting information literacy. As a result

of the wide range of organizational settings where librarians work, and in order to be effective in

training, librarians need to use appropriate methods for instruction. Specifically, librarians need

to be creative, understand various learning styles, and recognize the skill levels of target

audiences. Finally, there are many learning theories, models, and techniques that librarians can

use to engage audiences, and understand the needs of their patrons. In the paragraphs below I

will discuss three models that librarians can use when designing training programs.

The IM-PACT Model (Instructional Model—Purpose, Audience, Content, Technique)

Ruth Small (2000) presented the IM-PACT model as a methodical process undertaken to

design instructional presentations by focusing on four key areas in developing a lesson plan:

1) Purpose: The first step in the process is to understand the basis for creating the instructional

presentation, training program, or information literacy course. It is important to identify the

instructional needs, motivational goals, and learning objectives of the target audience (Small,

2000, p. 2).

2) Audience: Next step in the process involves understanding the target audience, and trying to

identify the learner characteristics (e.g. age, education, beliefs, learning styles, knowledge on

the subject, or learning motivations) and learning environment (physical limitations, time

constraints, and pre-existing barriers to success). This in turn will help instructors to tailor the

content and techniques to meet the needs of the audience.

Competency K Angelo _ Roselle 3

3) Content: The third step in the process is to select and organize the content to be included in

the training program. According to Small (2000, p. 4), this includes selecting both the broad

subject and specific topics to be included in the program. In addition, Small (2000, p. 4) suggests

breaking a presentation into an introduction, a body, and a conclusion. The introduction provides

the overview, the body provides the main content, and the conclusion provides a summary of the

program.

4) Technique: The final step in the process is to select the techniques that will be used in the

program such as the teaching methods, the motivational strategies, and the media and materials

to use. In addition, this final step should also include ways for librarians to assess student

learning and evaluate instruction methods (Small, 2000 p. 4).

ARCS (Attention, Relevance, Confidence, Satisfaction) Model of Motivational Design

The ARCS Model of Motivational Design was developed by John Keller, and it is a theory

that provides a four-step process that focuses on using hands-on methods of learning, providing

support, and building confidence. The four steps in the motivational process are:

1) Attention: The first step seeks to grab the attention of the learners using methods of active

participation (e.g. role-playing, or games), variability (i.e. using various teaching methods and

materials), humor, incongruity and conflict, specific examples (e.g. stories), and inquiry.

2) Relevance: The second step encourages instructors to increase the motivation of learners by

explaining how the subject matter will be beneficial to learners as well as by utilizing the

learner’s skills.

3) Confidence: The third step is to help learners gain confidence in their abilities and

knowledge.
Competency K Angelo _ Roselle 4

4) Satisfaction: The final step shows ways that instructors can increase satisfaction and

encourage motivation by rewarding successes, demonstrating the importance of the skills gained,

and providing feedback (Learning Theories Knowledgebase, 2009).

Active Learning

Another useful method for librarians to consider when designing training programs is

active learning. Michael Lorenzen (2001, What is active learning section, para. 2) defines active

learning as “a method of educating students that allows them to participate in class.” Active

learning is not merely a method used by instructors to call upon students to answer questions.

Additionally, active learning is a way for students, learners, or participants to become engaged in

their learning experience by role playing, participating in hands-on activities, or working in

groups. Instead of creating a training program that designates the librarian as a lecturer and the

students as a passive audience, librarians can become facilitators of learning by encouraging

active audience participation. Although there are many benefits to using the active learning

method when designing training programs, it is important to understand that librarians may

experience setbacks if participants do not want to participate in the active learning process.

Evidence

Although I did not take an information literacy or instructional design course at San Jose

State University, I have used methods and techniques that will demonstrate my understanding

and application of appropriate learning principles and theories. The skills and knowledge that I

gained to satisfy this competency were obtained through work experiences in South Korea, and

as a Library 203 peer mentor.

1) STA-English as a Foreign Language (EFL) Student Folder, (Work Experience, 2006-

2007)
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My first piece of evidence is a student folder that I used as an English instructor in South

Korea. This folder was selected as evidence because it will help to demonstrate how I assisted in

developing and implementing an English language learning strategy using effective training

methods. During my two year stint as an EFL instructor in South Korea, I learned a lot about

incorporating learning methods that facilitate learning through active participation, visual aids,

and constructive feedback. To illustrate, I taught at two private English academies in South

Korea. The first, English Language Institute (ELI), was an EFL traditional lecturing and textbook

environment that did not offer flexibility in instruction or provide an optimal learning setting. In

contrast, the second academy, StoryTelling Academy (STA), allowed for students to become

active participants in their education. As a result of STA being a fairly new academy when I was

hired, I had the opportunity to assist the director in developing a program that did not rely on

traditional EFL textbooks as the primary method of learning. For example, we used a

combination of reading exercises, storytelling activities, games, textbooks, creative thinking,

puzzles, and role playing to help the students learn.

This folder I have presented as evidence is an example of the materials and methods I

used at this academy, and these materials and methods allowed me to get the students active and

enthused about learning English. Although my lessons were not intentionally based on

instructional theories or models such as IM-PACT, ARCS, or active learning, I realize that I used

a combination of appropriate learning techniques in my language classes. For example, I had to

understand the ultimate purpose of each class, account for student English language levels, select

and organize content by determining the topics to cover, and then I had to decide on the proper

teaching methods and materials to use for each lesson. In addition, I applied active learning

methods by allowing students to form groups and role play the stories and concepts we discussed
Competency K Angelo _ Roselle 6

in class. Also, in an effort to help the students to realize how fun learning English can be, I let

them participate in speed reading games, do word search activities, and play English Pictionary.

While these types of activities may not be considered traditional language learning activities,

they did work to create a practical and fun learning environment for the students. In the end, I

learned the importance of understanding English class from a Korean student’s perspective,

remembering that students bring a lot of knowledge to each class, and seeking ways to

incorporate various learning styles into my classes. All these lessons will benefit me when I

design future library instructional programs.

2) Grade Reports in ANGEL, Jing Screencast (Library 298, Fall 2009)

My second piece of evidence is a short screencast I created to show Library 203 students

how to access their grade reports in ANGEL. This screencast was created using JING software,

and I am submitting it as evidence to demonstrate my ability to use appropriate learning models

for instruction. In the fall of 2009, I was selected as a peer mentor for new library and

information science students in the San Jose State University program. As a peer mentor, my role

was to be a friendly and knowledgeable resource for new students. Although Library 203 had a

course format that the students were required to follow, we peer mentors were allowed to add our

own style. For example, I incorporated screencasts into my mentorship role, created discussion

questions in our forums, and talked about my experiences in the program. This flexibility and

creativity allowed me to form an interactive learning environment that helped the students

successfully complete the learning modules.

In total there were forty students in my section, and many of them were overwhelmed by

the amount of technology they needed to learn; however, early on I realized that visual and

verbal aids (e.g. screencasts), in addition to written instructions, would help to increase student
Competency K Angelo _ Roselle 7

understanding in the course. In this specific screencast, I showed students how to access their

grades and the feedback I left for them; however, I want to point out that this screencast is only

one form of instructional material that I used. In addition to this evidence, I created several other

screencasts that explained the technologies we used in the program. All in all, my experiences as

a peer mentor showed me that librarians need to be creative when teaching, but we must also use

a combination of theories and practical methods designed specifically for our target audiences.

Conclusion

The theories and methods I discussed in this statement of competency are only a small

sampling of the learning principles and theories that librarians can use to design training

programs. Librarianship requires us to understand users’ needs, provide information

environments that assist patron learning, and enable our patrons to become part of an information

literate community. Since we must develop training programs that are effective in helping our

patrons learn, we need to make sure that our training programs are developed around the learning

needs of our users. Finally, we must follow systematic models and theories for learning so that

we can increase audience participation and learning. The evidence I used to satisfy this

competency shows that I have already been using appropriate learning theories and methods,

even though my training programs were not intentionally based on specific theories. Now that I

am aware of the wide range of principles, methods, and theories, I know that I will be more

effective in creating information literate communities in my future work environments. In

conclusion, my competency in this area will continue to grow as I continue to study proper

methods for library instruction.

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References

ACRL. (1989). Presidential Committee on Information Literacy: Final Report. Retrieved March
2, 2010 from http://www.ala.org/ala/mgrps/divs/acrl/publications/
whitepapers/presidential.cfm

ACRL. (2000). Information Literacy Competency Standards for Higher Education. Retrieved
March 2, 2010 from http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf

Learning Theories Knowledgebase (2010, March). ARCS Model of Motivational Design (Keller)
at Learning-Theories.com. Retrieved March 2, 2010 from http://www.learning-
theories.com/kellers-arcs-model-of-motivational-design.html

Lorenzen, M. (2001). Active learning and library instruction. Illinois Libraries, 83(2), 19-24
Retrieved March 1, 2010 from http://www.libraryinstruction.com/active.html

Small, Ruth. (2000). Having an IM-PACT on information literacy: A model for improving
instructional presentations. Teacher Librarian (28)1. Retrieved November 13, 2009 from
http://www.teacherlibrarian.com/tlmag/v_28/v_28_1_feature.html