1. 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

2. 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.

3. 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

4. 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

5. 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

6. 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)

7. 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)

8. 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