Analyzing Instructional Goals

Performance analysis has revealed that paraprofessional librarians in District XYZ are not sufficiently modeling and teaching information literacy skills to students. It has further revealed that the root cause of this problem is that the paraprofessional librarians, themselves, lack training in information literacy skills.

To become information literate requires complex learning because it involves an integration of skills, knowledge, and attitudes related to:

• Media Literacy
• Research and Library Skills
• Critical Literacy and
• Information Ethics

As I read Chapter 7 of the textbook (Richey et al. 2011, p.118), I tried to think through the application of some of the theories and ID models to the type of instruction that would most effectively help these librarians gain these skills. I saw a connection between the needs of my learners and the text’s description of van Merrienboer’s Four- Component Instructional Design. In this design model, it is recognized that complex learning requires the “integration and coordination” of other knowledge and skills. This type of design structure would seem to apply well to learning the smaller components involved in the individual literacies listed above, and then to integrating these skills and knowledge into an overall competency in using and thinking about information.

According to van Merrienboer’s model, I would design learning to include part-tasks and then integrate these into the more complex whole-task. The part-task may include performing effective information searches or evaluating information for relevance and authority. Supportive information may include providing feedback that encourages learners to consider using both digital and print sources, to seeking diverse perspectives, or to consider the value in being able to model and promote information literacy to students. Instructional support should guide learners into thinking like information experts. Procedural information may include specifics related to Boolean logic or explanation of online catalog or database functions. The whole-task may involve combining these skills and part- tasks into completing or solving a research problem that may be presented in the actual library setting.

Training must also address learner motivation in order to increase learning and transfer of skills. Instruction should promote the intrinsic value of gaining the new knowledge and skills, such as the importance of being a good role model and a valuable resource for other teachers and students seeking information. Instruction should also promote the extrinsic value of seeing students become more information literate so that they will be more successful in the 21^st- Century.

Goals of instruction:

1)    Paraprofessional Librarians will be proficient in the basic functions of information technologies within the school library.

a.    Librarians will understand basic functions of library computers and internet access.

b.    Librarians will understand basic function and navigation of K-12 Databases

c.    Librarians will understand basic functions and organization of online library catalog.

2)    Paraprofessional Librarians will use effective search strategies to find information.

a.    Librarians will apply Boolean logic to online and database searches.

b.    Librarians will be able to build an effective search in the K-12 Databases.

c.    Librarians will be able to apply basic and advanced search functions in the school’s online library catalog.

3)    Paraprofessional Librarians will understand and use standard library organization.

a.    Librarians will be able to organize and retrieve materials based on the Dewey system.

b.    Librarians will be able to effectively organize and retrieve materials in the online library catalog.

4)    Paraprofessional Librarians will be able to critically evaluate information and sources for relevance and validity.

5)    Paraprofessional librarians will understand, model, and promote information ethics within the library.

a.    Librarians will understand, abide by, and promote basic copyright laws that relate to the library

b.    Librarians will promote academic integrity among students.

c.    Librarians will model and encourage students to seek information from diverse perspectives.

6)    Paraprofessional Librarians will understand the importance of their role in modeling and promoting these information literacy skills within their library.

Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: theory, research, and practice. New York: Routledge.