National University Library Seeking the Balance Pedagogy of Instruction Across the Disciplines vs. Scaffolding with Just-in-Time National University Library Robin Lockerby, Asst. Dir-Public Services Lisa Burgert, Reference/Education Liaison Barbara Stillwell, Multimedia QA Librarian Steve Fleisher, Reference/Business Liaison

Abstract National University Library’s Information Literacy Plan calls for three levels of library instruction: Orientation, Introduction to the Discipline, and Advanced Research. Learning outcomes are linked to course outcomes and the pedagogy is based on content organization for each discipline. The implementation of this plan is growing and more faculty are embedding links to the tutorials/recorded presentations in their classes. However, to meet student learning needs, the Library has also implemented several just-in-time tutorials that help students at their point of need and support (“scaffold”) the learning process. This poster session illustrates each of these processes and the underlying pedagogies used.

Theory & Pedagogy Theory Theorist Characteristics Pedagogies Behaviorism Classical Conditioning Operant Conditioning Connectionism Pavlov Skinner Thorndike Stimuli response Reinforcement, reward & feedback Prior experience Task analysis Mastery learning (basic skills) Programmed instruction Modeling Small Unit Mastery Exercises Hands-on practice Skill checklists Cognitivism Cognitive Information processing Meaningful Learning Situated Cognition Dual Coding Atkinson Anderson Brown, Collins Paivio “Aha” phenomenon (insight) Organize information into patterns (not parts) Assimilation of new knowledge Personal meaning Lecture and Textbook tied to what student knows Discovery Shared Experiences

Theory & Pedagogy Constructivist Andragogy Theory Theorist Characteristics Pedagogies Constructivist Developmental Theory Discovery Learning Sociohistorical Theory Piaget Bruner Vygotsky Cognitive development -- Readiness Construct knowledge Personal meaning Problem solving Discovery Metacognition Student-centered Discovery & Experiment Share Experience Engagement Active Learning w/ teacher as facilitator Andragogy Adult Learner Model Malcolm Knowles Why Self-directed Experience Practical/Real-life Need/Life-centered Internal motivation Problem Solving Case Studies Scenarios

Information Literacy Plan Orientation Introduction to Research in the Discipline Advanced Research Course-Related Just-in-Time On-Demand Point of Use Online Tutorial Target Classes Student-centered Web-based

Instructional Design ADDIE Model HOTS Process A nalyze Design Develop Implement Evaluate HOTS Higher Order Thinking Skills Process Learning Outcomes Course Outcomes ACRL Standards Discipline Related Faculty Collaboration Library Instruction Template for Discipline Embedded Instruction Assessment (skills) Evaluation (program)

Instructional Design Bloom’s Taxonomy rev. Anderson & Krathwohl Remember (retrieve) Recognizing (identify) Recalling (retrieving) Understand (construct meaning) Interpreting (paraphrasing) Exemplifying (illustrating) Classifying (categorizing) Summarizing (abstracting) Inferring (concluding) Comparing (contrasting) Explaining (constructing models Apply (carry out) Executing (complete task) Implementing (using) Analyze (break into parts) Differentiating (distinguishing) Organizing (outlining) Attributing (identify bias) Evaluate (make judgments) Checking (testing) Critiquing (judging) Create (organize in new pattern) Generating (hypothesizing) Planning (designing) Producing (constructing)

Instructional Design Modes & Pedagogies Face-to-Face Modeling Discovery Shared Experiences Hands-on (guided) Problem solving Scenario Distance Ed (iLinc--VVOIP) Engagement: Chat/QA Recorded Session Tutorials Programmed Instruction Small Unit Mastery Exercises Just-in-Time “Short-cuts” Active Learning Instructor as Facilitator Subject Matter Expert