Mary Lambert
MLIS Capstone
SLO #3
SLO #3 The student applies and values user education principles in the teaching of information literacy.
The responsibility of educating our youth, as well as the public, is one that has fallen on both teachers and librarians for years. As facilitators of learning, these professionals work closely with information, new and old, print and digital, to share knowledge with those who are lacking. Because of diligent work of these experts, we have doctors, lawyers, photographers, musicians, and so many other vital members of society. Although many are quick to overlook the role of librarians in education, considering them nothing but book jockeys, the truth is they are actively involved in information literacy instruction, something that is becoming more important every day.
As a former English teacher, I have spent a considerable amount of time creating high-quality lessons and resources that would help my students meet specific learning outcomes. As learning styles and methods have evolved, many assignments and projects were crafted to create inquisitive, life-long learners experienced working with digital resources. One of those class projects, “Symbolism: Early New England Tombstone Activity,” was revamped in LIS 635: Media Production Services for Library Programs. With the help of LiveBinders.com and a little ingenuity, this lesson was transformed from a standard class project to a flipped classroom assignment. Flipped classrooms, which are becoming more and more popular in schools and libraries, focus less on traditional lectures and more on student engagement. With this type of lesson, students view brief video lectures at home, and class time is dedicated to discussions, projects, and/or other engaging assignments. With this goal in mind, I focused on supplementing the background piece of my lesson, offering additional information on tombstone symbolism that would foster curiosity and lead to captivating class discussions. I also provided additional resources, such as “How To” guides for writing short stories, to assist students and teachers who might need additional guidance. To reach a variety of learning styles, I attempted to add articles to read and videos to watch.
Although this assignment clearly functions as a lesson plan, it is also an example of content curation, something very familiar to librarians. Rather than a conventional collection of print resources, though, this LiveBinder contains a variety of digital resources that have been organized to flow in the order of a typical lesson plan, making it perfect for information literacy instruction. Collecting and organizing credible resources relating to a specific topic and using said resources to instruct is something that will ultimately present itself in the life of every librarian. Knowing this, I am extremely grateful to have had the opportunity to get this curation and flipped classroom experience in grad school instead of trying to learn it as I go while working in a library. It is a skill I am proud to list on my resume.
Of course, information literacy education can be delivered through a variety of means. Although databases and websites are excellent tools for instruction, the effectiveness of simple printed materials should not be overlooked. This was the lesson I personally learned by creating a nonfiction brochure in LIS 617: Materials for Children. For this project, my partner and I created a vibrant brochure highlighting popular titles, authors, and websites relating to Arts and Recreation, the 700s section of the Dewey Decimal Classification System. We used the criteria given in class to select what we considered the best of the best. To begin, we conducted a random sampling to select our Top Ten Books, examining circulation statistics and consulting the Wilson Core Collection database to search for favorable reviews. Likewise, to select exemplary websites, we focused on those with exceptional educational content and exciting interactive games. When it came to the overall design, we tried to keep the audience in mind and make each section colorful and appealing in a way that was aesthetically pleasing but not overwhelming or distracting.
This project was an excellent example how librarians use simple, yet effective methods to educate their patrons. By creating child-friendly brochures, children’s librarians can advocate for their library and promote programs or activities. These products can advertise what the library has to offer and capture the interest of young readers who might not realize the plethora of literature the library possesses. Although a brochure is much simpler than a LiveBinder, it is just as effective in achieving its intended goal.
My first real experience in teaching information literacy as a library student came in LIS 665: Information Literacy. In this class, I was asked to teach someone how to set up and use Facebook and Twitter accounts. Because my father was the only person I could think of without a social media presence, I selected him as my subject and went to work. First, I had to conduct an interview to determine his skill level and assess his strengths and weakness. I then had to create a detailed lesson plan for the training.
As I began my instruction, I thought of the many librarians in the world completing a similar task: teaching computer skills to senior citizens. Just like these librarians, I had to be very patient and understand that, although this task was simple for me, it was completely foreign to him. It was imperative I did not rush him or talk to him like a child, regardless of my frustration. We went through each step slowly, and I repeated instructions when he appeared to struggle. With time, he got the hang of it, but struggled after I left. Because of this, I decided it was best to cater to his needs and created a printed copy of instructions he could access as needed. This proved to be extremely helpful and within a few days, he was quite comfortable using both of his accounts.
This hands-on project was extremely valuable and left me with a better understanding of how librarians provide information literacy instruction. I grew impatient at times, but I realized how important it is to be flexible and focus on the student’s skills when selecting instructional methods. I still have much to learn about providing instruction on technology, but, if asked to provide formal instruction in the future, I will make sure to prepare by conducting thorough research on the topic beforehand so I do not lack confidence and/or mislead my students. Although providing instruction within a library is often similar to that of a high school classroom, there will be many situations in which the methods that work for high school students will not be effective for others. Without a doubt, this is a lesson I will surely remember.
Roughly two years ago, I officially left the classroom to pursue a career in librarianship; however, my passion for teaching has yet to wane. I am fortunate to have this formal training to carry with me into a new vocation because librarians are, in fact, teachers. From informal one-to-one instruction in resource selection or computer usage, to leading formal professional development sessions, as a librarian, I will be instilling knowledge in patrons, teachers, and/or co-workers almost every day. Producing an informative pamphlet tailored to a specific audience, curating content and creating a flipped classroom module, and planning and instructing a technology lesson have all prepared me to assist patrons in locating, evaluating, and using information. With the skills I have gained from these assignments, I will be able to successfully create unique instructional aids that will cater to the individual needs of a diverse population and help the library become an educational leader in the community.
Every day, new information is being produced and disseminated among the masses. As quickly as information changes, so do the mediums that contain and spread the information. To help students and patrons stay informed and connected, libraries all over the world have embraced the role of Information Literacy leaders. They dedicate precious time and energy into learning new ways to access information, determining what is and is not credible, and instructing others on how to effectively and independently do the same. Of course, becoming leaders in this type of instruction has not been easy for various reasons, but these dedicated professionals work hard to build an information literate society in the United States.
